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

McLennan, Brad ORCID: https://orcid.org/0000-0002-1016-8275 and Peel, Karen ORCID: https://orcid.org/0000-0003-1626-9525 (2012) The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning. In: Constructing capacities: building capabilities through learning and engagement. Cambridge Scholars Publishing, Newcastle upon Tyne, United Kingdom, pp. 84-106. ISBN 1-4438-4179-X

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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.

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Item Type:	Book Chapter (Commonwealth Reporting Category B)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	18 Mar 2013 05:58
Last Modified:	04 Nov 2021 07:49
Uncontrolled Keywords:	self-determination; self-regulated learning; motivation; learning environments
Fields of Research (2008):	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori) 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Fields of Research (2020):	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology 39 EDUCATION > 3903 Education systems > 390304 Primary education 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect)
URI:	http://eprints.usq.edu.au/id/eprint/23033

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