Self- and Social Regulation in Learning Contexts: An Integrative Perspective

By Simone E. Volet, Marja Vauras, Pekka Salonen. 2009

378 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5c123575164408d5bb2b1d70d691c1cb0d2a5849

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “On the other hand, it originated from a need to study how regulation processes are formed in social learning situations, and how socially shared processes and individual self-regulation are interrelated (Järvelä et al., 2010; Volet et al., 2009b).”
Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “Early evidence comes from Volet et al. (2009b), who found that equal participation in interaction enhanced higher quality regulation of cognition.”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “Volet et al. (2009b) have argued that within each SRL area there are differences in the quality of students’ regulatory processes.”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, methodology): “Volet et al. (2009) note that from a Vygotskian perspective the individual appropriation of regulatory control processes is viewed as taking place through structured interactions with a more able other (e.g., Palincsar and Brown 1984) or through collaborative problem solving with peers (e.g., Artzt…”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “Accordingly, from a social construction perspective, social and individual processes are conceptualized as occurring simultaneously, as they represent adaptive processes that take place concurrently at different systemic levels (Volet et al., 2009).”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “Recent studies focus on collaborative learning and mediation or modelling by peers (e.g. Hurme et al., 2006; Molenaar, van Boxtel, & Sleegers, 2010; Volet et al., 2009).”
Cultural Transitions in Higher Education: Individual Adaptation, Transformation and Engagement (2012, background): “A fourth, and perhaps the most important, research agenda item relates to studying individual learners and social systems as self- and co-regulated entities, on the grounds that adaptation occurs at all levels and effects are reciprocal (Volet et al., 2009).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “It is explained by the activity of the social entity in a learning situation (Greeno and van de Sande, 2007), including situational affordances that provide opportunities for SSRL to happen (Volet et al., 2009).”