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Self-Regulated Learning from a Sociocultural Perspective
Abstract
Self-regulated learning (SRL) involves students' active and goal-directed control over their behavior, motivation, and cognition in their academic learning. Among the theories of learning, sociocultural perspective provides a unique understanding of SRL by its emphasis on the role of social environment and the mediational means in the development of SRL. The main purpose of this article is to examine SRL from a sociocultural perspective. The first section includes an overview of sociocultural perspective. Next, SRL is described with a discussion of the concept of shared and mediated agency, the social origins of SRL, and the role of mediational means in the development of SRL. The final section is devoted to the conclusion with suggestions for implications.
... In his general genetic law of cultural development, Vygotsky tacitly claims that agency exists at two levels: (a) the inter-mental level (i.e., among people on the social plane), and the intra-mental level (i.e., within the self on the psychological plane) (Yetkin Ozdemir, 2011). From a sociocultural perspective, agency (a) is shared by dyads and small groups and (b) involves mediational means (Wertsch, et al., 1993;Yetkin Ozdemir, 2011). ...
... In his general genetic law of cultural development, Vygotsky tacitly claims that agency exists at two levels: (a) the inter-mental level (i.e., among people on the social plane), and the intra-mental level (i.e., within the self on the psychological plane) (Yetkin Ozdemir, 2011). From a sociocultural perspective, agency (a) is shared by dyads and small groups and (b) involves mediational means (Wertsch, et al., 1993;Yetkin Ozdemir, 2011). The example of a father and his child engaging in conversation to 'remember' the location of a lost toy (Tharp & Gallimore, 1988) clearly shows the role the 'dyad' plays as a system to carry out the function of 'remembering' (Yetkin Ozdemir, 2011). ...
... From a sociocultural perspective, agency (a) is shared by dyads and small groups and (b) involves mediational means (Wertsch, et al., 1993;Yetkin Ozdemir, 2011). The example of a father and his child engaging in conversation to 'remember' the location of a lost toy (Tharp & Gallimore, 1988) clearly shows the role the 'dyad' plays as a system to carry out the function of 'remembering' (Yetkin Ozdemir, 2011). As such, in dyadic remembering, the social distribution of cognition is much greater than its intra-mental distribution within each individual. ...
This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model for SRL (namely, the Revised Self-Regulated Learning Model (RSRLM)), and focuses on the role of dyadic agency in SRL. The paper concludes that SRL models need to take into account the roles played by social support systems.
... Diğer yandan "öz düzenleyici öğrenme" (self-regulated learning) yaklaşımına göre, öğrenenin kendi öğrenmesi için amaçlarını belirlediği, bu amaçların rehberliğinde bilişini, güdülenmesini ve davranışını izlediği, düzenlediği ve kontrol etmeye çalıştığı etkin ve yapılandırmacı bir süreç söz konusudur (Pintrich, 2005;Schunk, 2005;Yetkin Özdemir, 2011). Krouse ve Krouse (1981)'e göre ...
... Diğer yandan "öz düzenleyici öğrenme" (self-regulated learning) yaklaşımına göre, öğrenenin kendi öğrenmesi için amaçlarını belirlediği, bu amaçların rehberliğinde bilişini, güdülenmesini ve davranışını izlediği, düzenlediği ve kontrol etmeye çalıştığı etkin ve yapılandırmacı bir süreç söz konusudur (Pintrich, 2005;Schunk, 2005;Yetkin Özdemir, 2011 Öte yandan son yıllarda eğitimde gittikçe önemi artan "üst düzey bilişsel beceriler" (higher order cognitive skills) kavramı ve bu becerilerin gelişimini amaçlayan eğitim araştırmalarına da rastlanmaktadır (Renaud, 2002;Danili ve Reid, 2004;Aydın ve Yılmaz, 2010). Zoller'e (1993Zoller'e ( , 1995Zoller'e ( , 1997Zoller'e ( , 2000a) göre üst düzey bilişsel beceriler olarak kastedilen özellikler; soru sorma, eleştirel ve sistemli düşünme, problem çözme, analiz etme, değerlendirme, yeni bilgiler sentezleme ve karar verme yeteneklerini içermektedir (Akt: Aydın & Yılmaz, 2010). ...
The concept of control is central in all completed activities. The lack of the control activity may cause the deterioration of the activity regulation. The main purpose of the current study is searching out the indications that may help identifying "possible control learning" in chemistry education. The participants of this study are 7 chemists from 5 different universities in France who were all recommended by their colleagues as "experienced researchers" in different areas of chemistry. The data were collected by using semi-structured interviews related to the concept of control in chemistry. Results have been categorized under the following five different categories: The characteristics of activity control, three different cases that participants experienced during the results of activity control, the controlled components in experiments, cognitive resources used for activity control, and views related to control learning. The findings of this study may contribute both to determine the place of control learning in chemistry education and develop new chemistry education programs.
... Vygotsky relied on Marxism in the Soviet Union of the 1920s as a significant theoretical and methodological resource while he was arguing for a historical approach in his conceptualisation of mental development (Yetkin Ozdemir 2011;cited by Jovanovic 2015). ...
This article aims to review Vygotsky's sociocultural theory and Montessori's theory in terms of the connection between child development and learning, the effects of environment on the learning process, the structure of the classroom and the content of the curriculum, the roles of student, teacher and play in the learning process by way of comparing one to the other. Before the analysis, the social backgrounds of Vygotsky and Montessori are briefly explained to allow for consideration of their positionalities in relation to their theories. This paper concludes that despite belonging to different eras, Vygotsky and Montessori took inspiration from one dream, which revolved around the improvement of society through education. However, while Vygotsky looks for education in a natural environment, Montessori creates an artificial environment for education. Thus, although they share the same dream, their visions are different.
This study aimed at examining the major mobile wireless technologies, that is, mobile phones and the possibilities associated with them, currently in use in the educational domains, with an emphasis on language teaching and learning practices. Accordingly, some of the most typical studies using different functions of mobile phones such as e-mail, multimedia capabilities, Wireless Application Protocol (WAP) and SMS in their mobile learning (m-learning) practices are elaborated. Pedagogical implications and considerations in the integration of mobile technologies in language-related practices are considered, too. Potential limitations and barriers to m-learning undertakings are also reported. Finally, in order to further understand where m-learning as the cutting edge of education currently stands, a status quo of m-learning is considered.
Self-regulation and self-regulated learning (SRL) are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be activated and monitored. In music education, co-regulation refers to the instructions that teacher introduces in the lessons. These instructions have to enhance learning and develop regulation over emotions, cognitive, auditor, and motor skills in students. Learning techniques and learning strategies are core components in music education. Adapting those, students become aware of their learning processes, actions, thoughts, feelings and behaviors that are involved in learning. It is suggested that every teaching methodology has to develop learning techniques, as well as metamemory and metacognition in students, in order to gain expertise. The author has emphasized her attention to every aspect that is believed to belong to SRL. There are not many articles on the SRL in music education, written by musicians, in compare with those written by psychologists and neurologists,. Therefore, the author has suggested that this paper would encourage music teachers and performers to take an advantage in the research of SRL. These researches would help music educational systems and teachers to develop and promote learning techniques and strategies. The results would show improvement in student’s learning and self-regulation.
This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms.
We have all encountered the frustration of “hard” learning. It is a common experience. Some of us are able to cope with it, whereas others are not. The ability to take charge of frustration and maintain the intention to learn while enacting effective task strategies in the face of uncertainty-taking charge of one’s motivation, emotion, and thinking—is what I call adaptive learning. I refer to this process as adaptive learning rather than self-regulation because I want to stress inter- rather than intraz- individual states; a Vygotskian perspective highlights the role of the social/instructional environment in the development of adaptive learning. By social/ instructional environment I refer to parents, teachers, tasks, and peers that students influence and are influenced by as they engage in learning, be it about themselves, their community, or two-digit division.
This paper describes the implications of principles derived from cognitive social learning theory and Vygotsky's socially oriented developmental perspective for the design of technology-based instructional materials. Vygotsky's ideas about the kinds of experience that facilitate intellectual growth in the “zone of proximal development” suggest that contemporary mathematics instruction (usually characterized by presentations to large groups, or by individualized instruction dominated by worksheets) deny students opportunities for individual interaction with and supportive guidance by adult experts or competent peers. It is proposed that such instruction fails to support the transfer of regulatory responsibility from teacher to student. The derivation of design specifications for the use of instructional technologies to overcome these limitations of contemporary instruction in mathematics is described. Instructional materials designed to promote self-regulation strategies as well as procedural and declarative knowledge in mathematics are presented.