Publication

From self-regulation to learning to learn: Observations on the construction of self and learning

Thoutenhoofd, E. D. & Pirrie, A., 1-Feb-2015, In : British Educational Research Journal. 41, 1, p. 72-84 13 p.

Research output: Contribution to journalArticleAcademicpeer-review

Copy link to clipboard

Documents

  • From self-regulation to learning to learn Observations on the construction

    Final publisher's version, 98.7 KB, PDF document

    Request copy

DOI

  • Ernst D. Thoutenhoofd
  • Anne Pirrie

The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social performance and to a more nuanced conceptualisation of agency. A review of the literature on self-regulated learning suggests that self-regulated learning is behaviour that is oriented towards the optimal execution of predefined tasks. The authors suggest that the consequences of this are a resolute focus on the individual learner and a striking denial of learning as social performance. They trace the origins of self-regulated learning to ad-hoc combinations of behaviourism and cognitive psychology and explore the consequences of this for the way in which learning to learn is conceptualized. They argue that a reflexive social epistemology is a necessary counterweight to the systematic neglect of learning as a social process that has resulted from the psychological turn in learning theory.

Original languageEnglish
Pages (from-to)72-84
Number of pages13
JournalBritish Educational Research Journal
Volume41
Issue number1
Publication statusPublished - 1-Feb-2015

ID: 41896811