The nature and assumptions underlying self-regulation in learning (SRL) have been widely discussed (e.g. Winne, 1995; Zimmerman, 1989), and more recently, related to motivation and emotion in learning environments (e.g. Boekaerts & Corno, 2005). The theory’s main topics concern how learners develop learning skills and how they can use learning skills effectively. Studying effectively by self-regulating learning is itself a skill powered by will, this is to say, directed and regulated by motivation. Although self-regulation research has traditionally focused on an individual perspective, there is an increasing interest in considering these processes at the social level with reference to concepts such as social regulation, shared regulation or co-regulation. From a motivation point of view, the implication is that learners’ adaptation to social learning situations, such as sharing knowledge and maintaining coordinated activity, require cognitive, motivational and socio-emotional skills that are different to, and often more challenging than those used in more conventional and well-structured learning situations.

Conceptualizing SRL as a dual psychological-social phenomenon calls for the integration of SRL, as an individual psychological concept, within the social, shared and interactive processes of learning. Such an approach is critical for understanding productive engagement and participation in real-life social learning environments. Despite the centrality of social context in models of SRL, a need has emerged to become clearer in: (a) explaining precisely the role of social and contextual influences on variety of phases of SRL, (b) exploring the critical phases of self and social in the strategic regulation of learning, and (c) developing more precise language to describe what we mean by social in theory and empirical research about SRL.

Papers in this symposium share the common goal of grappling with the social nature of self-regulated learning from different phases of SRL process. In addition to contrasting theoretical and empirical approaches to understanding SRL as social, papers collectively clarify terminology commonly used and misused to describe the social aspects of self-regulation and motivation.