Chapter 13: Supporting Self- Regulation and Self- Determination In the Context Of Music Education

Self-regulated and self-determined learners are deliberate and proactive. They feel incontrol and can takecontrol of their learning and life circumstances. Evidence is accumulating that self-regulation (SR) and self-determination (SD) are assets that cross sociodemographic boundaries (McClelland & Wanless, 2012; McInerney & Ali, 2013) and benefit learning; social, emotional, and behavioral functioning; and general health and well-being. Theory and research in both fields increasingly emphasizes how attending to social and contextual factors can enhance understandings about students'self-regulated and self-determined learning. In this chapter, we examine how theory and research on SR and SD are evolving to integrate sociocultural perspectives on learning, and how these developments enrich and expand understandings of promoting SR and SD in complex teaching and learning environments. The chapter is divided into two main parts. First, we examine theories of SR and SD with particular attention to their absorption of recent sociocultural constructs. Second, we describe a research–practice partnership we co-created with an after school music education program. In this section, we describe the sociocultural context surrounding that program and its implications for co-constructing research and practice goals and activities. We also provide examples of how self-regulated learning (SRL) and self-determined learning (SDL) articulate within this sociocultural context. We conclude by highlighting implications for research and practice that derive from our literature review and collaboration.