Abstract

Over the years, research on writing has increasingly emphasized the value of adopting a sociocultural perspective to understand how social context and social interaction relate to writing regulation. Using the theoretical lens of participatory appropriation, this study investigates the self-regulatory behavior of three successful Bachelor essay writers in literature, and how the interaction with their supervisors supported students’ development of writing regulation in disciplinary-relevant ways. Data was collected through in-depth qualitative interviews at three key moments in the term; Pintrich’s self-regulation framework was used as coding heuristic to trace participants’ self-regulation behavior over the term. Self-regulation data was cross-analyzed with data coded as participatory appropriation to identify the overlap between students’ self-regulation of writing and their social experiences, especially the dialogue with their supervisors. Our results show how the supervisors acted as agents of socialization, providing frames for adoption of disciplinary-relevant ways of thinking and doing, as well as indirectly sustaining the students’ motivation and re-conceptualization of the writing experience. Overall, this investigation responds to calls for inquiries of self-regulation against the backdrop of the social context in which it is embedded.