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État de publication: publié
Type de présentation: Paper presented in a Symposium
Nom de la rencontre: 5th International Congress of ISCAR
Lieu: Québec, Canada
URL: https://iscar17.ulaval.ca/sites/iscar17.ulaval.ca/files/book_of_abstracts_feb2018.pdf
Résumé: Extensive research on Self-Regulated Learning (SRL) has revealed its importance in respect to academic achievement. Different ways to enhance the development of SRL have been found, and the various factors underlying it have been studied, ranging from cognition to volition and emotion. Different approaches have led to different tenets proposing different teaching methods: from direct teaching to inquiry-based learning. Notwithstanding this wealth of information, there are few overarching theories taking into account different contexts and learning activities. Based on our extensive review of the existing literature and our own research, we propose a theory based on the study of different mediations, their internalization, the differences in their transmission as well as the different processes they influence. We consider mediations according to their controlling or structuring nature, and we analyse them as being composed of knowledge but also of processes that allow their internalization. These processes can be further analysed according to their characteristics and potential effects on reflexivity. They are then seen as having a potential to provoke ongoing developmental changes in different levels and fields of consciousness. This translates then into a potential increase of self-regulation and of self-regulated learning across domains. We also outline the effects of structuring and controlling mediations, as well as their direct or indirect transmission, according to cultural activity and internalized culture.
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