Sociocultural Psychology and Regulatory Processes in Learning Activity

Contributions of Cultural-Historical Psychological Theory

Lynda D. Stone, Tabitha Hart

• Publisher: Cambridge University Press
• Year: 2019
• ISBN:
  9781108851091
• Topic: Education
• Subtopic: Educational Psychology

Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.

Table of contents

• Cover
• Half-title page
• Title page
• Copyright page
• Dedication
• Contents
• List of Figures
• List of Transcription Excerpts
• Foreword: Childhood as a Social Category: Moving from Disposability to Actively Co-constructing the World
• Acknowledgments
• Transcription Conventions
• Introduction
• Chapter 1 Cultural-Historical Psychological Theory
• Chapter 2 The Relational Habitus and Regulatory Processes
• Chapter 3 Practical-Moral Knowledge and Regulatory Processes
• Chapter 4 Identity and Competence Woven Together Through Regulatory Processes
• Chapter 5 Contextual Mood and Regulatory Processes
• Conclusion
• References
• Index