The seductive waltz with the self in self-regulated learning: Toward communal regulation of learning

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    Abstract

    This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework- that of communal-regulated learning-to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.

    Original languageEnglish
    Article number130304
    JournalTeachers College Record
    Volume119
    Issue number13
    StatePublished - 2017

    All Science Journal Classification (ASJC) codes

    • Education

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