Investigating the interface between self-regulation and involvement processes

JoyLynn H. Reed, Diane L. Schallert, Leta F. Deithloff

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This article considers how the processes that lead to involvement, defined as psychological engrossment, could be construed, as mutually exclusive of what is meant by self-regulation, a metacognitive process that requires strategic and motivational control. However, this article proposes that much can be learned by attempting to capture the phase change in a task when self-regulatory processes disappear and a new, nonself-focused state takes over. The contribution to the self-regulation literature arises from an open-ended qualitative approach focused on the distinct phases of a task to reveal the role self-regulation can play in concert with other processes. This article elaborates on the ways self-regulation is connected to the nonregulative process of involvement.

Original languageEnglish (US)
Pages (from-to)53-57
Number of pages5
JournalEducational Psychologist
Volume37
Issue number1
DOIs
StatePublished - Dec 2002

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Psychology

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Investigating the interface between self-regulation and involvement processes. / Reed, JoyLynn H.; Schallert, Diane L.; Deithloff, Leta F.

In: Educational Psychologist, Vol. 37, No. 1, 12.2002, p. 53-57.

Research output: Contribution to journalArticle

Reed, JoyLynn H. ; Schallert, Diane L. ; Deithloff, Leta F. / Investigating the interface between self-regulation and involvement processes. In: Educational Psychologist. 2002 ; Vol. 37, No. 1. pp. 53-57.
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