Name: Sociocultural Psychology and Regulatory Processes in Learning Activity: Contributions of Cultural-Historical Psychological Theory (en Inglés)
Price: 174120.00 CLP
Availability: InStock
Author: Lynda D. Stone; Tabitha Hart
ISBN: 9781107105034

portada Sociocultural Psychology and Regulatory Processes in Learning Activity: Contributions of Cultural-Historical Psychological Theory (en Inglés)

Formato

Libro Físico

Editorial

Cambridge University Press

Autor

Lynda D. Stone; Tabitha Hart

Año

2019

Idioma

Inglés

N° páginas

142

Encuadernación

Tapa Dura

ISBN13

9781107105034

Categorías

Psicología de la educación

Sociocultural Psychology and Regulatory Processes in Learning Activity: Contributions of Cultural-Historical Psychological Theory (en Inglés)

Lynda D. Stone; Tabitha Hart (Autor) · Cambridge University Press · Tapa Dura

Libro Nuevo

$ 174.120

$ 267.870

Ahorras: $ 93.750

35% descuento

Envío normal

Origen: España (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Jueves 04 de Julio y el Jueves 11 de Julio.

Lo recibirás en cualquier lugar de Chile entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Sociocultural Psychology and Regulatory Processes in Learning Activity: Contributions of Cultural-Historical Psychological Theory (en Inglés)"

Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.