The Socialization of Self-Regulation Learning via the Feedback Function

Abstract

The purpose of this research is to conduct an illustrative analysis of the reality of the “socialization” of self-regulation learning centering on the feedback function. In the case of the stage where a child cannot perform the feedback function, the teacher utilized scaffolding and urged mutual appropriation. On the other hand, when a child could address feedback self-consciously, the teacher performed fading, and children repeated mutual appropriation until they reached consensus. That is, if a child could perform feedback on a self-regulation target, and children’s mutual appropriation is facilitated, the “socialization” of self-regulation learning will be clearly realized.