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Written by educational researchers and professionals working with
children and adolescents in and out of school, this book shows how
self-regulation involves more than an isolated individual's ability
to control their thoughts and feelings, particularly in a learning
environment. By using Vygotsky's cultural-historical psychological
theory, the authors provide a unique set of four analytical lenses
for a better understanding of how self-regulation, co-regulation,
and other-regulation function as a system of regulatory processes.
These lenses move beyond a focus on solitary individuals, who
self-regulate behavior, to centre on individuals as relational,
agential, and contextually situated. As agents, teachers and their
students build their learning contexts and are influenced by these
self-engineered contexts. This is a dynamic perspective of a social
context and underlies the view that regulatory processes are an
integral part of a functional system for learning.
Written by educational researchers and professionals working with
children and adolescents in and out of school, this book shows how
self-regulation involves more than an isolated individual's ability
to control their thoughts and feelings, particularly in a learning
environment. By using Vygotsky's cultural-historical psychological
theory, the authors provide a unique set of four analytical lenses
for a better understanding of how self-regulation, co-regulation,
and other-regulation function as a system of regulatory processes.
These lenses move beyond a focus on solitary individuals, who
self-regulate behavior, to centre on individuals as relational,
agential, and contextually situated. As agents, teachers and their
students build their learning contexts and are influenced by these
self-engineered contexts. This is a dynamic perspective of a social
context and underlies the view that regulatory processes are an
integral part of a functional system for learning.
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