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An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation.

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Title: An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation.
Authors: Singh, Cara A. (AUTHOR), Muis, Krista R. (AUTHOR)
Source: Educational Psychologist. Jul-Sep2024, Vol. 59 Issue 3, p177-194. 18p.
Subjects: Self-regulated learning, Social processes, Metacognition, Motivation (Psychology), Learning
Abstract: The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides' Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychologist is the property of Taylor & Francis Ltd 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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  Data: An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation.
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  Data: <searchLink fieldCode="AR" term="%22Singh%2C+Cara+A%2E%22">Singh, Cara A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Muis%2C+Krista+R%2E%22">Muis, Krista R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychologist%22">Educational Psychologist</searchLink>. Jul-Sep2024, Vol. 59 Issue 3, p177-194. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+processes%22">Social processes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Data: The purpose of this paper is to present an integrated theoretical model of socially shared regulation of learning (SSRL), which is an elaboration of Efklides' Motivation and Affect in Self-Regulated Learning model that situates metacognition, affect, and motivation at the socially shared level. Building from existing theoretical and empirical work, the role of metacognition, affect and motivation in socially shared regulation of learning is described along with how these facets may facilitate or constrain regulatory phases and processes in relation to the individual and the group, and in consideration of the learning task. Educational implications are discussed including increasing focus on the social and cognitive processes involved in SSRL in pre-service teaching programs and advocating for the development of learning situations where students practice SSRL strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd 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.)
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RecordInfo BibRecord:
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        Value: 10.1080/00461520.2023.2294881
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      – Code: eng
        Text: English
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      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Social processes
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Motivation (Psychology)
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      – SubjectFull: Learning
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              Text: Jul-Sep2024
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