Co-Regulation of Student Motivation and Emergent Identity

Autor/in	McCaslin, Mary
Titel	Co-Regulation of Student Motivation and Emergent Identity
Quelle	In: Educational Psychologist, 44 (2009) 2, S.137-146 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Constructivism (Learning); Student Motivation; Cultural Influences; Theories; Individual Development; Models; Interaction; Elementary School Students + Suchen Sie Ihr Suchwort? Schulische Motivation; Cultural influence; Kultureinfluss; Theory; Theorie; Individuelle Entwicklung; Analogiemodell; Interaktion
Abstract	In this article I outline a co-regulation model of identity that is based on an emergent interaction perspective derived from Vygotskian theory. I use this model to suggest the role of motivation in identity development. The co-regulation approach is one of many modern attempts (e.g., social cognitive, social constructivist, sociocultural) to understand how social and cultural influences might impact the development of the individual or perhaps transcend the individual. This article articulates a co-regulation model of emergent identity and provides an illustration of its potential for understanding how students might make school personally meaningful. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10