The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning

Edited book (chapter)


McLennan, Brad and Peel, Karen. 2012. "The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 84-106
Chapter Title

The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID1417
Book TitleConstructing capacities: building capabilities through learning and engagement
AuthorsMcLennan, Brad (Author) and Peel, Karen (Author)
EditorsDanaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H.
Page Range84-106
Chapter Number5
Number of Pages23
Year2012
PublisherCambridge Scholars Publishing
Place of PublicationNewcastle upon Tyne, United Kingdom
ISBN144384179X
Web Address (URL)http://www.c-s-p.org/flyers/Constructing-Capacities--Building-Capabilities-through-Learning-and-Engagement1-4438-4179-X.htm
Abstract

In learning communities, academic and social education of students require teachers, as significant and influential role models, to create learning contexts that promote self-regulation, while attending to the psychological needs of competence, autonomy and relatedness. Environments that promote the appropriate balance of autonomy and support enhance rather than undermine an individual's intrinsic enjoyment and desire for learning. In these potentiating learning milieu, self-regulated learners systematically activate and sustain processes towards attainment of goals they personally value. Therefore the challenge for the researchers in this study was to identify the fundamentals of a potentiating learning milieu to provide a practical framework for teachers to expand student learning capacities.
This case study draws conclusions from participatory observations within a primary school setting and links the data to social cognitive and social psychological research. Student actions underpinning this social context were interrogated and patterns emerged. The fundamentals of collective values, connected learning, student centred organisation and interpersonal relationships became evident, as common elements were clustered. A pragmatic model was constructed by identifying and implementing these substantive codes, enabling teachers to build capacity to create environments that expand student capacity to learn. This chapter reveals these capacity building fundamentals that provide the opportunity for students to readily self-regulate and internalise their learning towards self-determination.

Keywordsself-determination; self-regulated learning; motivation; learning environments
ANZSRC Field of Research 2020520102. Educational psychology
390304. Primary education
390409. Learning sciences
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Education
Central Queensland University
Griffith University
Institution of OriginUniversity of Southern Queensland
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