An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives.
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| Title: | An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives. |
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| Authors: | Kim, Yeo-eun (AUTHOR), Zepeda, Cristina D. (AUTHOR), Butler, Andrew C. (AUTHOR) |
| Source: | Educational Psychology Review. Sep2023, Vol. 35 Issue 3, p1-24. 24p. |
| Abstract: | Understanding how students self-regulate their learning experiences has been at the forefront of many empirical and theoretical advances in both cognitive and educational psychology. Yet, these two fields have traditionally investigated this multifaceted aspect of learning using different approaches, resulting in scientific knowledge that is siloed in separate literatures. The overall aim of this theoretical synthesis and review is to bridge this divide and shed light on potential integrative perspectives and approaches. We compare the theoretical and methodological approaches that have been commonly adopted in these two fields. Next, we identify several factors that contribute to the divide between the two fields. Finally, we discuss three elements that are essential for integrating perspectives and developing a holistic understanding self-regulation of learning: awareness and understanding, innovation and expansion, and collaboration and interaction. Throughout the review, we highlighted how bridging the two divergent, yet complimentary perspectives could facilitate innovative research, extensive practical implications, and improved theory. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 171910357 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kim%2C+Yeo-eun%22">Kim, Yeo-eun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zepeda%2C+Cristina+D%2E%22">Zepeda, Cristina D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Butler%2C+Andrew+C%2E%22">Butler, Andrew C.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Sep2023, Vol. 35 Issue 3, p1-24. 24p. – Name: Abstract Label: Abstract Group: Ab Data: Understanding how students self-regulate their learning experiences has been at the forefront of many empirical and theoretical advances in both cognitive and educational psychology. Yet, these two fields have traditionally investigated this multifaceted aspect of learning using different approaches, resulting in scientific knowledge that is siloed in separate literatures. The overall aim of this theoretical synthesis and review is to bridge this divide and shed light on potential integrative perspectives and approaches. We compare the theoretical and methodological approaches that have been commonly adopted in these two fields. Next, we identify several factors that contribute to the divide between the two fields. Finally, we discuss three elements that are essential for integrating perspectives and developing a holistic understanding self-regulation of learning: awareness and understanding, innovation and expansion, and collaboration and interaction. Throughout the review, we highlighted how bridging the two divergent, yet complimentary perspectives could facilitate innovative research, extensive practical implications, and improved theory. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=171910357 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-023-09800-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Titles: – TitleFull: An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kim, Yeo-eun – PersonEntity: Name: NameFull: Zepeda, Cristina D. – PersonEntity: Name: NameFull: Butler, Andrew C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Educational Psychology Review Type: main |
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