Series editor(s): Stuart Karabenick and Timothy C. Urdan
Subject Area: Education
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|Title:||Motivation and self-regulation: two close friends|
|Volume:||16 Editor(s): Timothy C. Urdan, Stuart A. Karabenick ISBN: 978-0-85724-253-2 eISBN: 978-0-85724-254-9|
|Citation:||Monique Boekaerts (2010), Motivation and self-regulation: two close friends, in Timothy C. Urdan, Stuart A. Karabenick (ed.) The Decade Ahead: Applications and Contexts of Motivation and Achievement (Advances in Motivation and Achievement, Volume 16), Emerald Group Publishing Limited, pp.69-108|
|DOI:||10.1108/S0749-7423(2010)000016B006 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
In recent years, it has become evident that self-regulation plays a central role in human functioning, including learning and achievement in school. Although there are different definitions of self-regulation, there is general consensus that it refers to a multi-component, iterative, self-steering process that targets one's own cognitions, feelings, and actions, as well as features of the environment for modulation in the service of one's own goals (Boekaerts, Maes, & Karoly, 2005). Educational psychologists agree that learning in the classroom involves cognitive and affective processing and is heavily influenced by social processes. This implies that students should be able and willing to regulate their cognitions, motivation, and emotions, as well as to adapt to the social context in order to facilitate their learning. Yet, there is at present neither a uniformly accepted definition of self-regulation nor that of self-regulated learning. Most theorists agree that self-regulation in the classroom is neither an all-or-none process nor a property of the learning system. Rather, it consists of multiple processes and components that interact in complex ways. Definitions have focused either on the structure of self-regulation, describing the different components of the self-regulation process, or on the processes that are involved.
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