European Parliament Library

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

Contributor
Summary
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
Language
eng
Literary form
non fiction
Note
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
remote
Form of item
online
ISBN
9781316225226

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