Regulating learning in the secondary classroom – how does theory reflect reality?

Thomas Harriott, Senior Leader, Riddlesdown Collegiate, UK; Doctoral Researcher, University of Cambridge, UK Introduction This article outlines the findings of a study that sought to improve practitioner understanding of how students regulate their learning in classrooms and how this relates to theory. Being able to regulate the learning process is essential for effective learning both inside and outside the classroom (Järvelä and Järvenoja, 2011; Zimmerman, 2008) and even emotional maturity (Järvenoja et al., 2013). Recent attention has been focused on social aspects of regulation in recognition of the classroom as a social space. Effective regulation and the sharing of regulation of learning in social settings are crucial in order to engage in collaboration and to make the most of social learning opportunities (Malmberg et al., 2017). Despite recent studies focusing on the nature of socially shared regulation, empirical studies of this phenomenon in naturalistic settings are sc