A Self-Regulated Learning Framework for Culturally Diverse Learners

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-8 - Examining Synergistic Relationships Among Self-Regulated Learning and Motivational Variables

Abstract

Self-regulated learning (SRL) research has focused heavily on the individual’s role in the learning process, with less emphasis on the socio-cultural context. To redress that gap, we conduced a theoretical review to juxtapose a situated model of SRL and cultural responsive teaching (CRT) principles. We considered the interconnections and divergences between SRL and CRT theories, principles and practices to advance understanding about the potential benefits of an integrated culturally responsive (CR)-SRL pedagogy. We conclude that a CR-SRL framework can help teachers in meeting the needs of culturally-diverse learners by offering relevant pedagogical practices based on the interaction between the socio-cultural context of learning and what the learner brings to it. Implications for theory, research and practice are considered.

Authors

• Aloysius C. Anyichie, Brandon University

• Deborah L. Butler, The University of British Columbia