European Parliament Library

Sociocultural psychology and regulatory processes in learning activity, contributions of cultural-historical psychological theory, Lynda D. Stone, Tabitha Hart.

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
Table of contents
Cultural-historical psychological theory -- The relational habitus and regulatory processes -- Practical-moral knowledge and regulatory processes -- Identity and competence woven together through regulatory processes -- Contextual mood and regulatory processes
Literary form
non fiction
Title from publisher's bibliographic system (viewed on 04 Oct 2019)
Physical description
1 online resource (xix, 125 pages), digital, PDF file(s).
Specific material designation
Form of item

Library Locations

  • EP Library Luxembourg

    Rue du Fort Thüngen, Luxembourg, L-1313, LU
  • EP Library Strasbourg

    7 Place Adrien Zeller, Allée du Printemps, Strasbourg, F-67070, FR
  • EP Library Brussels

    60 rue Wiertz, Brussels, B-1047, BE