Response to Vassallo's claims from a historically situated view of self-regulated learning as adaptation in the face of challenge

Abstract

This article is a response to Vassallo's claim that potentially problematic assumptions about social class are implicit in contemporary self-regulated learning research and practice. Rather than refuting the claim directly, this paper offers an elaborated view of the historically situated nature of self-regulated learning as adaptation in the face of challenge. This perspective acknowledges the critical importance of varied life experiences as opportunities for developing self-regulated learning processes both inside and outside of school.