Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

By Barry J. Zimmerman; Dale H. Schunk | Go to book overview

Chapter 7

Self-Regulated Learning and Academic
Achievement: A Vygotskian View

Mary McCaslin

Daniel T. Hickey

University of Arizona

The University of Georgia

In this chapter, we first outline the context of emergent Vygotskian theory in the Soviet Union of the 1920s, because a theory about social mediation and the historical nature of consciousness demands a historical perspective. Second, we focus on three interdependent concerns within a Vygotskian perspective: multiple functions of language, internalization processes and the nature of change, and methodology and unit of analysis. Within each concern, we briefly address related constructs in theory and practice. Third, we present a model of co-regulated learning as one way to organize modem classroom research and illustrate the kinds of questions and methods that can emerge within a socioconstructivist framework in classroom research.


HISTORICAL CONTEXT OF VYGOTSKIAN THEORY

Vygotsky's ideas were the product of the unique circumstances that existed in post-revolutionary Russia, making him "one of the figures in intellectual history who might have never been" (Werstch, 1985, p. 1). The ready embrace of Vygotskian practices by Western educators shows that his notions are easily grasped and generally compatible with contemporary educational goals. However, as Davydov and Raddizikovski (1985) pointed out, "Beneath the external simplicity of Vygotsky's formulation is hidden a subtext with profound implications. In order to analyze the

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