Commentary: The Co-Regulation of Cultural, Social, and Personal Sources of Influence on Student Emotional Adaptation and Achievement

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

I was asked to comment on the chapters included in the “Influences of Classroom, School, and Cultural Context” section of this volume; I am pleased and honored to do so. Author arguments within each chapter are persuasive and, considered together, chapters provide a viable foundation upon which to weave a safety net in support of students’ social-emotional, motivation, and cognitive outcomes-their emotional adaptation-in school. This commentary is organized in alignment with my co-regulation framework for understanding how this might unfold. Thus, I consider the chapters in a different order than their appearance in the volume, beginning with those that address sociocultural matters. Before discussing each and their relation to each other, however, I begin with a brief description of the co-regulation framework that guides this discussion.

Original languageEnglish (US)
Title of host publicationHandbook of Social Influences in School Contexts
Subtitle of host publicationSocial-Emotional, Motivation, and Cognitive Outcomes
PublisherTaylor and Francis
Pages329-346
Number of pages18
ISBN (Electronic)9781317670872
ISBN (Print)9781138781405
StatePublished - Jan 1 2016

ASJC Scopus subject areas

  • Social Sciences(all)

Fingerprint

Dive into the research topics of 'Commentary: The Co-Regulation of Cultural, Social, and Personal Sources of Influence on Student Emotional Adaptation and Achievement'. Together they form a unique fingerprint.

Cite this