Abstract

In the past decades there has been an increasing amount of research into self-regulated learning. This research has focused on how self-regulated learning is linked to thinking, motivation, and learning results as well as how it is fostered in classrooms (Zimmerman & Schunk, 2011). My research expands on the previous studies by adding culture to the equation. It explores the role that different cultures from different countries have on the development of motivations and cognitive processes underlying self-regulated learning. In order to do this, self-regulated learning was studied applying the same methodology and analytical frameworks in two countries, England and Chile, in Literacy Lessons. Here, teacher-student and peer to peer classroom talk was studied to access the socio-cultural educational processes relevant to self-regulated learning; Students’ interviews were carried out to characterise students’ motivational beliefs such as epistemologies, intelligence theories and goal orientations, and; Students’ self-regulated learning processes were analysed from students’ performance in an individual experimental task. The study included 48 eight to nine year old, half from each country, who belonged to eight different classrooms from different schools in both countries. As the research is in the stage of data analysis, results about the relation between context and students’ individual motivational beliefs as well as cognitive process for self-regulated learning will be presented at the conference.