Implications of Institutionalizing Self-Regulated Learning
An Analysis from Four Sociological Perspectives
Bibliographic Data
| ID | 8923778 |
|---|---|
| Authors | Stephen Vassallo (American University, corresponding author) |
| Year | 2011 |
| Volume | 47 |
| Issue | 1 |
| Pages | 26-49 |
| Publication date | 2011-01-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2011.540984 |
| OpenAlex | W1969201282 |
| Language | EN |
| Citations received | 4 |
| References cited | 49 |
Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students’ self-regulated learning (SRL). This effort is demonstrative of the growing trend to make SRL more widespread and systematic within education, that is, to make SRL an institutional goal. In this analysis, four sociological perspectives are used—functionalism, neo-Marxism, symbolic interactionism, and cultural reproduction theory—to consider some of the complexities associated with institutionalizing SRL. These perspectives help to illuminate some of the conceptual nuances of SRL and the pedagogical complexities associated with teaching SRL
Cognitive science · Demonstrative · Educational research · Epistemology · Functionalism (philosophy of mind · Interactionism · Mathematics education · Pedagogy · Self-regulated learning · Social science · Sociological research · Sociology · Symbolic interactionism · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
Home advantage
Self‐regulation empowerment program
Self-Regulation
Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
Self-Regulated Learning
Self-Regulated Learning and Academic Achievement
A social cognitive view of self-regulated academic learning.
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning
Social origins of self-regulatory competence
Self-Efficacy
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Symbolic Interactionism
Power and ideology in education
Distinction
Outline of a Theory of Practice
The Forms of Capital
Social Class and School Knowledge
Reproduction in Education, Society and Culture
Shadows, Mentors, and Surrogate Fathers
Rationality, Education, and the Social Organization of Knowledge
Maria Montessori
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Reproduction in education, society, and culture
The Silenced Dialogue
Learning to reflect and to attribute constructively as basic components of self-regulated learning
Parental Influences on Children's Academic Self-Regulatory Development
Becoming a Self-Regulated Learner
Whole-School Detracking
The Inheritance of Inequality
Mind, Self, and Society
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2011 - 2022 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |