ABSTRACT
We present three approaches to regulated learning that differ in recognition and resolution of the role of the self and the social in how learners come to be self-aware— “know what they know”—and act on that knowledge, or “regulate” their learning. The first, self-regulated learning (SRL), consists of an array of seven theories that share a primary focus on the individual (the “self” of the construct) and on academic achievement (the “learning” of the construct). The function of “other” typically is restricted to the conditions, persons, or situations that allow or require students learn how to or display “self-regulation” (e.g., moderately difficult tasks, distracting peers). An extensive theoretical analysis of these SRL approaches and implications for classroom management of learners who vary in SRL capabilities can be found in the first edition of this handbook (McCaslin et al., 2006). Here we summarize the array of these perspectives and refer the interested reader to the original.
