Sociocultural Psychology and Regulatory Processes in Learning Activity

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.