The Seductive Waltz With the Self in Self- Regulated Learning: Toward Communal Regulation of Learning

This article proposes a complementary framework for scholarship on metacognition as well as
on self-regulated learning. It is argued that educators’ and researchers’ seductive waltz with
the “self” in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned
when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation
should be complemented by a more holistic, integrated, and collaborative framework—
that of communal-regulated learning—to develop effective learners in today’s fast-changing
educational scene. This article presents the epistemological premises postulated as upholding
the communal nature of learning regulation, while raising conceptual as well as practical
questions for its adoption.