Theoretical and Conceptual Approaches to Co-Regulation: A Theoretical Review
Theoretical and Conceptual Approaches to Co-Regulation: A Theoretical Review
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共同监管的理论和概念方法：理论回顾
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Omar S López
中科院分区：
文献类型：
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作者：
Javier Moreno;Luis Sanabria;Omar S López
在过去的二十年中，自然和数字学习环境中的人际调节变得越来越重要。自从第一个概念和方法论的精确协作学习，教育心理学的兴趣集中在分析动机，认知和行为的集体调节。尽管事实上，机构的研究共同监管已经增长，新兴的认识论框架证据缺乏概念和理论的清晰度。针对这种情况，作者提出了一个概念性的方法，以解决人际调节在四个方面：首先，他们描述了三个学习理论已被用来研究共同调节。其次，作者建议一个概念界定的术语有关的学习理论的社会调节。第三，他们强调扩散的理论approaches和共同监管文献中使用的术语之间的边界。最后，作者提出了该领域研究人员面临的一些挑战。
During the last two decades, interpersonal regulation in natural and digital learning environments has gained importance. Ever since the first conceptual and methodo-logical precisions regarding collaborative learning were made, educational psychology has focused its interest on analyzing collective regulation of motivation, cognition, and behavior. Despite the fact that the body of research on co-regulation has grown, emerging epistemological frameworks evidence a lack of conceptual and theoretical clarity. In response to this situation, the authors propose a conceptual approach in order to address interpersonal regulation in four aspects: first, they describe three learning theories which have been used to study co-regulation. Second, the authors recommend a conceptual delimitation of terms regarding the learning theories on social regulation. Third, they highlight diffuse boundaries between theoretical ap-proaches and terms used in the literature on co-regulation. Finally, the authors suggest some challenges the researchers in this field face.