The nature and assumptions underlying self-regulation in learning (SRL) have been widely discussed (e.g. Winne, 1995; Zimmerman, 1989), and more recently, related to motivation and emotion in learning environments (e.g. Boekaerts & Corno, 2005). The theory’s main topics concern how learners develop learning skills and how they can use learning skills effectively. Studying effectively by self-regulating learning is itself a skill powered by will, this is to say, directed and regulated by motivation. Although self-regulation research has traditionally focused on an individual perspective, there is an increasing interest in considering these processes at the social level with reference to concepts such as social regulation, shared regulation or co-regulation.

Conceptualizing SRL as a dual psychological-social phenomenon calls for the integration of SRL, as an individual psychological concept, within the social, shared and interactive processes of learning. Such an approach is critical for understanding productive engagement and participation in real-life social learning environments. Despite the centrality of social context in models of SRL, a need has emerged to become clearer in: (a) explaining precisely the role of social and contextual influences on variety of phases of SRL, (b) exploring the critical phases of self and social in the strategic regulation of learning, and (c) developing more precise language to describe what we mean by social in theory and empirical research about SRL.

Papers in this symposium share the common goal of grappling with the social nature of self-regulated learning from different phases of SRL process. In addition to contrasting theoretical and empirical approaches to understanding SRL as social, papers collectively clarify terminology commonly used and misused to describe the social aspects of self-regulation and motivation.

This presentation will focus on discussing theoretical and empirical research related to the regulation of motivation, one important facet of self-regulated learning (Boekaerts, 1999; Corno, 2001; Wolters, 2003).  As a general definition, regulation of motivation (or motivational regulation) describes those activities through which individuals purposefully act to initiate, maintain or supplement their willingness to start, to provide work towards, or to complete academic activities (Wolters, 2003).  This form of self-regulation is achieved by deliberately intervening in, managing or controlling one of the underlying processes that determine this willingness  (i.e., the processes of motivation). Students who are better able to regulate their motivation and keep themselves engaged under these types of circumstances should learn more than a student less skilled at regulating her motivation. The purpose of this presentation will be to present and discuss theoretical and empirical research concerning the importance of regulation of motivation across different learning contexts.  To achieve this overall objective the presentation will address three related goals. One, the presentation will review motivational regulation as a key feature within a social cognitive model of self-regulated learning, including its theoretical links to motivation and to other aspects of self-regulation.  Two, the presentation will discuss the importance of the regulation of motivation across different instructional contexts including its relation to social aspects of learning.  Three, the presentation will include an evaluation of empirical work that links the regulation of motivation with students’ engagement and performance.

This presentation will focus on discussing theoretical and empirical research related to the regulation of motivation, one important facet of self-regulated learning (Boekaerts, 1999; Corno, 2001; Wolters, 2003).  As a general definition, regulation of motivation (or motivational regulation) describes those activities through which individuals purposefully act to initiate, maintain or supplement their willingness to start, to provide work towards, or to complete academic activities (Wolters, 2003).  This form of self-regulation is achieved by deliberately intervening in, managing or controlling one of the underlying processes that determine this willingness  (i.e., the processes of motivation). Students who are better able to regulate their motivation and keep themselves engaged under these types of circumstances should learn more than a student less skilled at regulating her motivation. The purpose of this presentation will be to present and discuss theoretical and empirical research concerning the importance of regulation of motivation across different learning contexts.  To achieve this overall objective the presentation will address three related goals. One, the presentation will review motivational regulation as a key feature within a social cognitive model of self-regulated learning, including its theoretical links to motivation and to other aspects of self-regulation.  Two, the presentation will discuss the importance of the regulation of motivation across different instructional contexts including its relation to social aspects of learning.  Three, the presentation will include an evaluation of empirical work that links the regulation of motivation with students’ engagement and performance. This presentation will focus on discussing theoretical and empirical research related to the regulation of motivation, one important facet of self-regulated learning (Boekaerts, 1999; Corno, 2001; Wolters, 2003).  As a general definition, regulation of motivation (or motivational regulation) describes those activities through which individuals purposefully act to initiate, maintain or supplement their willingness to start, to provide work towards, or to complete academic activities (Wolters, 2003).  This form of self-regulation is achieved by deliberately intervening in, managing or controlling one of the underlying processes that determine this willingness  (i.e., the processes of motivation). Students who are better able to regulate their motivation and keep themselves engaged under these types of circumstances should learn more than a student less skilled at regulating her motivation. The purpose of this presentation will be to present and discuss theoretical and empirical research concerning the importance of regulation of motivation across different learning contexts.  To achieve this overall objective the presentation will address three related goals. One, the presentation will review motivational regulation as a key feature within a social cognitive model of self-regulated learning, including its theoretical links to motivation and to other aspects of self-regulation.  Two, the presentation will discuss the importance of the regulation of motivation across different instructional contexts including its relation to social aspects of learning.  Three, the presentation will include an evaluation of empirical work that links the regulation of motivation with students’ engagement and performance. This presentation will focus on discussing theoretical and empirical research related to the regulation of motivation, one important facet of self-regulated learning (Boekaerts, 1999; Corno, 2001; Wolters, 2003).  As a general definition, regulation of motivation (or motivational regulation) describes those activities through which individuals purposefully act to initiate, maintain or supplement their willingness to start, to provide work towards, or to complete academic activities (Wolters, 2003).  This form of self-regulation is achieved by deliberately intervening in, managing or controlling one of the underlying processes that determine this willingness  (i.e., the processes of motivation). Students who are better able to regulate their motivation and keep themselves engaged under these types of circumstances should learn more than a student less skilled at regulating her motivation. The purpose of this presentation will be to present and discuss theoretical and empirical research concerning the importance of regulation of motivation across different learning contexts.  To achieve this overall objective the presentation will address three related goals.

Contemporary models portray self-regulated learning (SRL) as an individual, cognitive-constructive activity (Winne, 1997) that integrates learning skill and will (McCombs & Marzano, 1990). These models have emphasized individual agency and individual differences associated with SRL including self-efficacy, metacognition, goal setting, and achievement (Schunk, 1990, 1994; Zimmerman, 1990). In addition, the notion that social context or environment is an important part of student’s SRL is evidenced in Zimmerman’s (1989) socio-cognitive model of self-regulation: SRL involves personal perceptions and efficacy, as well as environmental conditions such as support from a teachers and feedback on previous problems. Despite the centrality of social context as an influence in models of SRL, there is not a strong history of developing models or methodologies that explain cognition and context in relation to each other (Bruner, 1996). While some contemporary views of SRL acknowledge external influences and the role of context as inputs to a self-regulatory system, there has been little attempt to bridge theories of SRL that move along the ontological continuum from regulation in the mind of an individual, through regulation as shared and distributed amongst individuals (c.f., Meyer & Turner, 2002). This paper examines models of SRL to investigate the role of social context, interactions, and influence in those models. Models were drawn from a broad continuum from socio-cognitive models (Zimmerman, 1989; 2000), to socio-cultural models (Diaz et al., 1990; Gallimore & Tharpe, 1990), through to social constuctionist models of SRL (Jackson et al., 2000; Yowell & Smylie, 1999). Specifically, we contrast: (a) the role of social influence, (b) the emerging language for describing self-regulated (self-regulation, co-regulation, or socially shared regulation), and (c) empirical methods for researching social aspects of SRL at various points along a social continuum.

Contemporary models portray self-regulated learning (SRL) as an individual, cognitive-constructive activity (Winne, 1997) that integrates learning skill and will (McCombs & Marzano, 1990). These models have emphasized individual agency and individual differences associated with SRL including self-efficacy, metacognition, goal setting, and achievement (Schunk, 1990, 1994; Zimmerman, 1990). In addition, the notion that social context or environment is an important part of student’s SRL is evidenced in Zimmerman’s (1989) socio-cognitive model of self-regulation: SRL involves personal perceptions and efficacy, as well as environmental conditions such as support from a teachers and feedback on previous problems. Despite the centrality of social context as an influence in models of SRL, there is not a strong history of developing models or methodologies that explain cognition and context in relation to each other (Bruner, 1996). While some contemporary views of SRL acknowledge external influences and the role of context as inputs to a self-regulatory system, there has been little attempt to bridge theories of SRL that move along the ontological continuum from regulation in the mind of an individual, through regulation as shared and distributed amongst individuals (c.f., Meyer & Turner, 2002). This paper examines models of SRL to investigate the role of social context, interactions, and influence in those models. Models were drawn from a broad continuum from socio-cognitive models (Zimmerman, 1989; 2000), to socio-cultural models (Diaz et al., 1990; Gallimore & Tharpe, 1990), through to social constuctionist models of SRL (Jackson et al., 2000; Yowell & Smylie, 1999). Specifically, we contrast: (a) the role of social influence, (b) the emerging language for describing self-regulated (self-regulation, co-regulation, or socially shared regulation), and (c) empirical methods for researching social aspects of SRL at various points along a social continuum. Contemporary models portray self-regulated learning (SRL) as an individual, cognitive-constructive activity (Winne, 1997) that integrates learning skill and will (McCombs & Marzano, 1990). These models have emphasized individual agency and individual differences associated with SRL including self-efficacy, metacognition, goal setting, and achievement (Schunk, 1990, 1994; Zimmerman, 1990). In addition, the notion that social context or environment is an important part of student’s SRL is evidenced in Zimmerman’s (1989) socio-cognitive model of self-regulation: SRL involves personal perceptions and efficacy, as well as environmental conditions such as support from a teachers and feedback on previous problems. Despite the centrality of social context as an influence in models of SRL, there is not a strong history of developing models or methodologies that explain cognition and context in relation to each other (Bruner, 1996). While some contemporary views of SRL acknowledge external influences and the role of context as inputs to a self-regulatory system, there has been little attempt to bridge theories of SRL that move along the ontological continuum from regulation in the mind of an individual, through regulation as shared and distributed amongst individuals (c.f., Meyer & Turner, 2002). This paper examines models of SRL to investigate the role of social context, interactions, and influence in those models. Models were drawn from a broad continuum from socio-cognitive models (Zimmerman, 1989; 2000), to socio-cultural models (Diaz et al., 1990; Gallimore & Tharpe, 1990), through to social constuctionist models of SRL (Jackson et al., 2000; Yowell & Smylie, 1999). Specifically, we contrast: (a) the role of social influence, (b) the emerging language for describing self-regulated (self-regulation, co-regulation, or socially shared regulation), and (c) empirical methods for researching social aspects of SRL at various points along a social continuum. Specifically, we contrast: (a) the role of social influence, (b) the emerging language for describing self-regulated (self-regulation, co-regulation, or socially shared regulation), and (c) empirical methods for researching social aspects of SRL at various points along a social continuum.

Although self-regulation research has traditionally focused on an individual perspective, there is an increasing interest in considering these processes at the social level with reference to concepts such as social regulation, shared regulation, or co-regulation (Järvelä & Volet, 2005). The challenge of investigating social processes on SRL led us to apply new kinds of research designs which better match the dynamic processes involved in individuals’ interactions in social situations. We examined how 16 groups of university students (N=63) worked with three different collaborative learning tasks in an educational psychology class. Building on previous research and contemporary theories of motivation and self-regulation (Corno, 2001; McCann & Garcia, 1999; Pintrich, 1999; Wolters, 2003) as well as our own work (Järvelä et al. 2000; Järvenoja & Järvelä, 2005; Järvenoja, Volet & Järvelä, 2004), we designed a “dynamic questionnaire” which assesses each group member’s engagement in the use of self-, other-, and negotiated regulation strategies. Another essential method used for data collection was the video recordings of students’ group work to expand beyond the results of the dynamic questionnaire. Group interviews after the collaboration sessions were also conducted. The data show that the students efforts to control emotions enhanced their interest and satisfaction towards their collaborative work. For example, when the group members agreed upon some of the experienced critical aspects of collaborative work, they showed how they were able to adjust their personal goals and motivation regulation to overcome the challenging situation. The findings also show that in collaborative groups an individual group member can play a leading role in activating motivation regulation and new kinds of ways for motivation regulation emerges among the group members.

Although self-regulation research has traditionally focused on an individual perspective, there is an increasing interest in considering these processes at the social level with reference to concepts such as social regulation, shared regulation, or co-regulation (Järvelä & Volet, 2005). The challenge of investigating social processes on SRL led us to apply new kinds of research designs which better match the dynamic processes involved in individuals’ interactions in social situations. We examined how 16 groups of university students (N=63) worked with three different collaborative learning tasks in an educational psychology class. Building on previous research and contemporary theories of motivation and self-regulation (Corno, 2001; McCann & Garcia, 1999; Pintrich, 1999; Wolters, 2003) as well as our own work (Järvelä et al. 2000; Järvenoja & Järvelä, 2005; Järvenoja, Volet & Järvelä, 2004), we designed a “dynamic questionnaire” which assesses each group member’s engagement in the use of self-, other-, and negotiated regulation strategies. Another essential method used for data collection was the video recordings of students’ group work to expand beyond the results of the dynamic questionnaire. Group interviews after the collaboration sessions were also conducted. The data show that the students efforts to control emotions enhanced their interest and satisfaction towards their collaborative work. For example, when the group members agreed upon some of the experienced critical aspects of collaborative work, they showed how they were able to adjust their personal goals and motivation regulation to overcome the challenging situation. The findings also show that in collaborative groups an individual group member can play a leading role in activating motivation regulation and new kinds of ways for motivation regulation emerges among the group members.Although self-regulation research has traditionally focused on an individual perspective, there is an increasing interest in considering these processes at the social level with reference to concepts such as social regulation, shared regulation, or co-regulation (Järvelä & Volet, 2005). The challenge of investigating social processes on SRL led us to apply new kinds of research designs which better match the dynamic processes involved in individuals’ interactions in social situations. We examined how 16 groups of university students (N=63) worked with three different collaborative learning tasks in an educational psychology class. Building on previous research and contemporary theories of motivation and self-regulation (Corno, 2001; McCann & Garcia, 1999; Pintrich, 1999; Wolters, 2003) as well as our own work (Järvelä et al. 2000; Järvenoja & Järvelä, 2005; Järvenoja, Volet & Järvelä, 2004), we designed a “dynamic questionnaire” which assesses each group member’s engagement in the use of self-, other-, and negotiated regulation strategies. Another essential method used for data collection was the video recordings of students’ group work to expand beyond the results of the dynamic questionnaire. Group interviews after the collaboration sessions were also conducted. The data show that the students efforts to control emotions enhanced their interest and satisfaction towards their collaborative work. For example, when the group members agreed upon some of the experienced critical aspects of collaborative work, they showed how they were able to adjust their personal goals and motivation regulation to overcome the challenging situation. The findings also show that in collaborative groups an individual group member can play a leading role in activating motivation regulation and new kinds of ways for motivation regulation emerges among the group members. The findings also show that in collaborative groups an individual group member can play a leading role in activating motivation regulation and new kinds of ways for motivation regulation emerges among the group members. he findings also show that in collaborative groups an individual group member can play a leading role in activating motivation regulation and new kinds of ways for motivation regulation emerges among the group members.

In this presentation I will challenge a common view of self-regulation as a unitary, distinct, a-contextual construct, and argue that 1) different self-regulated learning strategies are geared towards different objectives; 2) as such, different self-regulated learning strategies become the active manifestation of different motivational orientations for the task; 3) the actual employment of specific self-regulated learning strategies would depend on students' perception of these strategies as available and relevant within the framework of different motivational orientations for the task; 4) students' perceptions of specific self-regulated learning strategies as available and relevant would be different in different socio-cultural contexts within which tasks are construed differently. I will present data from a research project on motivation and self-regulation in writing that support some of these claims. Two-hundred and eleven high school students engaged in a writing assignment and then reported on their achievement goal orientations and self-regulation and writing strategies in that task. Smallest Space Analyses (SSA) indicated that specific self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation and learning strategies into task-related “action orientations.” The analyses also highlight the different constructions of such action orientations among students from different types of learning environments and among students of different level of ability within these environments. I will conclude with implications of perceiving motivation and self-regulated learning as situated in socio-cultural educational environments to research and practice.

In this presentation I will challenge a common view of self-regulation as a unitary, distinct, a-contextual construct, and argue that 1) different self-regulated learning strategies are geared towards different objectives; 2) as such, different self-regulated learning strategies become the active manifestation of different motivational orientations for the task; 3) the actual employment of specific self-regulated learning strategies would depend on students' perception of these strategies as available and relevant within the framework of different motivational orientations for the task; 4) students' perceptions of specific self-regulated learning strategies as available and relevant would be different in different socio-cultural contexts within which tasks are construed differently. I will present data from a research project on motivation and self-regulation in writing that support some of these claims. Two-hundred and eleven high school students engaged in a writing assignment and then reported on their achievement goal orientations and self-regulation and writing strategies in that task. Smallest Space Analyses (SSA) indicated that specific self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation and learning strategies into task-related “action orientations.” The analyses also highlight the different constructions of such action orientations among students from different types of learning environments and among students of different level of ability within these environments. I will conclude with implications of perceiving motivation and self-regulated learning as situated in socio-cultural educational environments to research and practice. In this presentation I will challenge a common view of self-regulation as a unitary, distinct, a-contextual construct, and argue that 1) different self-regulated learning strategies are geared towards different objectives; 2) as such, different self-regulated learning strategies become the active manifestation of different motivational orientations for the task; 3) the actual employment of specific self-regulated learning strategies would depend on students' perception of these strategies as available and relevant within the framework of different motivational orientations for the task; 4) students' perceptions of specific self-regulated learning strategies as available and relevant would be different in different socio-cultural contexts within which tasks are construed differently. I will present data from a research project on motivation and self-regulation in writing that support some of these claims. Two-hundred and eleven high school students engaged in a writing assignment and then reported on their achievement goal orientations and self-regulation and writing strategies in that task. Smallest Space Analyses (SSA) indicated that specific self-regulation and writing strategies were perceived as elements within goal orientations, thus suggesting a phenomenological integration of motivation and self-regulation and learning strategies into task-related “action orientations.” The analyses also highlight the different constructions of such action orientations among students from different types of learning environments and among students of different level of ability within these environments. I will conclude with implications of perceiving motivation and self-regulated learning as situated in socio-cultural educational environments to research and practice. In this presentation I will challenge a common view of self-regulation as a unitary, distinct, a-contextual construct, and argue that 1) different self-regulated learning strategies are geared towards different objectives; 2) as such, different self-regulated learning strategies become the active manifestation of different motivational orientations for the task; 3) the actual employment of specific self-regulated learning strategies would depend on students' perception of these strategies as available and relevant within the framework of different motivational orientations for the task; 4) students' perceptions of specific self-regulated learning strategies as available and relevant would be different in different socio-cultural contexts within which tasks are construed differently. I will present data from a research project on motivation and self-regulation in writing that support some of these claims. Two-hundred and eleven high school students engaged in a writing assignment and then reported on their achievement goal orientations and self-regulation and writing strategies in that task. Smallest Space Analyses (SSA)