Abstract
In this article we examine self-regulation as a nonacademic outcome of schooling and assess school- and community-based programs and practices that aim to promote it. From Deweyan and Vygotskian perspectives, self-regulation is conceived broadly as the product of reciprocal person-context relations. It is defined as the planful pursuit of goals that is flexible and promotes individual growth and social change. Self-regulation is characterized by 3 types and levels of person-context interactions: (1) internalization and close personal relations, (2) empowerment and contingent environments, and (3) future orientation and social capital. We examine how self-regulation develops and is supported within and across these types of person-context interactions using Bronfenbrenner's ecological model of human development. Implications for 2 aspects of social change-cultural enrichment and social transformation for the promotion of democratic communities-are explored.
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