An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives

Autor/inn/en	Kim, Yeo-eun; Zepeda, Cristina D.; Butler, Andrew C.
Titel	An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 92Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Yeo-eun) ORCID (Zepeda, Cristina D.) ORCID (Butler, Andrew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09800-x
Schlagwörter	Self Management; Student Behavior; Learning Experience; Educational Theories; Research Methodology; Cognitive Psychology; Educational Psychology; Differences; Intellectual Disciplines; Influences + Suchen Sie Ihr Suchwort? Selbstmanagement; Student behaviour; Schülerverhalten; Lernerfahrung; Educational theory; Theory of education; Bildungstheorie; Research method; Forschungsmethode; Kognitive Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Unterscheiden; Geisteswissenschaften; Influence; Einfluss; Einflussfaktor
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01