Abstract

Contemporary learning theories emphasize active construction of knowledge and understandings (Brown & Campione, 1996; Bruning, Schraw, & Ronning, 1999). Historically, models portrayed self-regulated learning (SRL) as an individual, cognitive-constructive activity (e.g., Winne, 1997; Zimmerman, 1989b) focusing on individual differences associated with SRL including self-efficacy, metacognition, goal setting, and achievement. Social context was viewed as a component in the triadic process of self-regulation (e.g., Schunk & Zimmerman, 1997). New perspectives of learning emphasize shared knowledge construction. Consequently, a range of models of regulated learning have emerged moving along a continuum from individual constructivist perspectives to social constructionist perspectives of learning (Meyer & Turner, 2002).