Superimposing a situation-specific and domain-specific perspective on an account of..

Framed by a situation-specific and domain-specific orientation, this reaction explores two areas not directly or extensively addressed in Winne's (1995) detailing of self-regulated learning. The first focuses on the characterization of the construct of self-regulation. Specifically, it is argued that a delineation of self-regulation should consider its socially situated and subject-specific manifestations, as well as those that are solitary and domain independent. The second area of exploration deals with self-regulation from the standpoint of domain learning, in which subject-matter knowledge and individual interest of the learner become potent variables. In this regard, the nature of self-regulation in a context in which knowledge or interest is limited is contrasted with a situation in which knowledge and interest are high. Based on these accounts of self-regulation, implications for research and practice are forwarded.