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- Vol 5 RE: Chapter 8
self-regulated learningmetacognitionsocially shared regulationco-regulationself-regulation developmentcontextual variationlearning technologiesBook chapter Evidence summaryAt a glance
Schunk and Greene introduce the handbook by tracing how self-regulated learning developed from behavioural, cognitive, metacognitive, social-cognitive, motivational, and sociocultural traditions. They frame self-regulation as learners’ active management of cognition, motivation, affect, behaviour, and context in pursuit of goals, while emphasizing that regulation changes across tasks, settings, technologies, cultures, and stages of development.
Key ideas
The chapter maps the volume’s major domains: foundational processes, disciplinary and performance contexts, technology-supported learning, methods and assessment, and individual and group differences. It also highlights co-regulation and socially shared regulation, showing that learner autonomy does not imply learning in isolation. As an introductory synthesis, the chapter organizes theories and research agendas rather than testing a single model. Its practical implication is to avoid treating self-regulation as a fixed personal trait or generic study skill.
Why it matters
Educators should consider the learner, task, domain, social environment, feedback, and opportunities to practice monitoring and control, and researchers should match measures closely to the processes and contexts their theories claim to explain.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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