Educational Self-Regulation and the Current Perspective of Psychology

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The Concept of Educational Self-Regulation

The big issue is the radical alteration of the landscape through technology and instantaneous communication. This, in turn, leads to an endless number of adaptive challenges for the self to navigate.
The concept of educational self-regulation is fairly simple: technology makes it much easier for students to be involved in their own education. Older cognitive models saw the brain as basically passive - a stage upon which empirical images show themselves.

It is a far better approach to see the self as generative - it helps create its environment, not just react to it. So self-regulation in this sense is an extension of this broader concept in psychology.
See human beings as creators of the landscape, they give meaning to things; self-regulation takes that to the next level in education.

At the same time, it is clear that this new technology does not just give access to more information (which, by the way, is not an unmitigated positive), but also creates "networks" where learning and information sharing can be collaborative.

Bandura is clear on one point: mere information and access to it does nothing. It does not help us interpret anything, it does not give us critical skills. It may overwhelm with the sheer number of opinions and data accessible at any given time.

This means, in turn, that self-regulation is far more than about having quick access to information. It assumes a moral and intellectual development that is a prerequisite for all learning, not merely the modern kind. Self-regulation works if and only if the older intellectual virtues are maintained: hard work, clear thinking, weighing evidence, unbiased reading, identifying fallacies, etc. This can take a long time to develop and it bears no relation to the amount of ...