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Background/ContextModels of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of “social” in these models.Purpose/Objective/Research Question/Focus of StudyThe purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning.Research DesignThe kind of research design taken in this review paper is an analytic essay. The article contrasts self-regulated, coregulated, and socially shared regulation of learning in terms of theory, operational definition, and research approaches.Data Collection and AnalysisChapters and articles were collected through search engines (e.g., EBSCOhost, PsycINFO, PsycARTICLES, ERIC).Findings/ResultsThree different perspectives are summarized: self-regulation, coregulation, and socially shared regulation of learning.Conclusions/RecommendationsIn this article, we contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning. We hope to provide a frame for considering multimethodological approaches to study SRL in future research.

Understanding assigned tasks is an important skill for academic success. However, few studies have explored the accuracy of task understanding as it develops over the duration of a complex assignment. This study examined explicit, implicit, and socio-cultural aspects of task understanding in the context of an design project assigned to a third year class of Mechanical Engineering students. Specifically, this study examined: (1) the agreement between student and instructors task perceptions for the same complex engineering design task, and (2) changes in both instructor's and students' task perceptions from the beginning to the end of the task. Findings indicate that: (1) students' and instructor task-perceptions generally became more attuned over time, (2) instructor task-understanding evolved over time, and (3) socio-contextual aspects of task-understanding were highly correlated with task and course academic achievement.