Abstract
We have all encountered the frustration of “hard” learning. It is a common experience. Some of us are able to cope with it, whereas others are not. The ability to take charge of frustration and maintain the intention to learn while enacting effective task strategies in the face of uncertainty-taking charge of one’s motivation, emotion, and thinking—is what I call adaptive learning. I refer to this process as adaptive learning rather than self-regulation because I want to stress inter- rather than intraz- individual states; a Vygotskian perspective highlights the role of the social/instructional environment in the development of adaptive learning. By social/ instructional environment I refer to parents, teachers, tasks, and peers that students influence and are influenced by as they engage in learning, be it about themselves, their community, or two-digit division.
Keywords
- Adaptive Learning
- Internal Dialogue
- American Educational Research Association
- Problem Difficulty
- Interpersonal Influence
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Rohrkemper, M.M. (1989). Self-Regulated Learning and Academic Achievement: A Vygotskian View. In: Zimmerman, B.J., Schunk, D.H. (eds) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3618-4_6
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