Abstracts - Earli

of SRL process. In addition to contrasting theoretical and empirical approaches to understandingSRL as social, papers collectively clarify terminology commonly used and misused to describe thesocial aspects of self-regulation and motivation.Regulation of motivation across contexts for learningChris A. Wolters, University of Houston, USAThis presentation will focus on discussing theoretical and empirical research related to theregulation of motivation, one important facet of self-regulated learning (Boekaerts, 1999; Corno,2001; Wolters, 2003). As a general definition, regulation of motivation (or motivationalregulation) describes those activities through which individuals purposefully act to initiate,maintain or supplement their willingness to start, to provide work towards, or to completeacademic activities (Wolters, 2003). This form of self-regulation is achieved by deliberatelyintervening in, managing or controlling one of the underlying processes that determine thiswillingness (i.e., the processes of motivation). Students who are better able to regulate theirmotivation and keep themselves engaged under these types of circumstances should learn morethan a student less skilled at regulating her motivation. The purpose of this presentation will be topresent and discuss theoretical and empirical research concerning the importance of regulation ofmotivation across different learning contexts. To achieve this overall objective the presentationwill address three related goals. One, the presentation will review motivational regulation as a keyfeature within a social cognitive model of self-regulated learning, including its theoretical links tomotivation and to other aspects of self-regulation. Two, the presentation will discuss theimportance of the regulation of motivation across different instructional contexts including itsrelation to social aspects of learning. Three, the presentation will include an evaluation ofempirical work that links the regulation of motivation with students’ engagement andperformance.Self-regulation, co-regulation, and shared regulation: Examining the many faces of social inmodels of self-regulated learningAllyson Hadwin, University of Victoria, CanadaMika Oshige, University of Victoria, CanadaContemporary models portray self-regulated learning (SRL) as an individual, cognitiveconstructiveactivity (Winne, 1997) that integrates learning skill and will (McCombs & Marzano,1990). These models have emphasized individual agency and individual differences associatedwith SRL including self-efficacy, metacognition, goal setting, and achievement (Schunk, 1990,1994; Zimmerman, 1990). In addition, the notion that social context or environment is animportant part of student’s SRL is evidenced in Zimmerman’s (1989) socio-cognitive model ofself-regulation: SRL involves personal perceptions and efficacy, as well as environmentalconditions such as support from a teachers and feedback on previous problems. Despite thecentrality of social context as an influence in models of SRL, there is not a strong history ofdeveloping models or methodologies that explain cognition and context in relation to each other(Bruner, 1996). While some contemporary views of SRL acknowledge external influences and therole of context as inputs to a self-regulatory system, there has been little attempt to bridge theoriesof SRL that move along the ontological continuum from regulation in the mind of an individual,through regulation as shared and distributed amongst individuals (c.f., Meyer & Turner, 2002).This paper examines models of SRL to investigate the role of social context, interactions, andinfluence in those models. Models were drawn from a broad continuum from socio-cognitivemodels (Zimmerman, 1989; 2000), to socio-cultural models (Diaz et al., 1990; Gallimore &– 127 –