Psychology, democracy and the media : are citizens learning from the news? A self regulated learning perspective

Coen, S ORCID: https://orcid.org/0000-0003-4632-1929 and Maloney Yorganci, KT ORCID: https://orcid.org/0000-0002-7089-9707 2022, 'Psychology, democracy and the media : are citizens learning from the news? A self regulated learning perspective' , in: Psychology of democracy : of the people, by the people, for the people , Cambridge University Press, Cambridge, pp. 377-402.

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Access Information: This material has been published in revised form in Psychology of Democracy : of the people, by the people, for the people edited by Ashley Weinberg, https://doi.org/10.1017/9781108774871. This version is free to view and download for private research and study only. Not for re-distribution or re-use. © Cambridge University Press, 2022.

Abstract

This chapter discusses how news contributes to informed citizenship by reviewing the different approaches adopted in the literature to understanding how individuals learn from the news. After reviewing the main theoretical and empirical perspectives on how news contributes to citizens’ ‘knowledge’, we advance the hypothesis that adopting a self-regulated learning perspective might provide a more comprehensive theoretical framework for this type of research. We therefore propose a GAMES approach (Goal-Oriented, Active, Motivated, Emotion-Laden, Situated), derived from a synthesis of the literature on self-regulated learning in the field of educational psychology.

Item Type: Book Section
Editors: Weinberg, A
Schools: Schools > School of Arts & Media
Schools > School of Health and Society
Publisher: Cambridge University Press
ISBN: 9781108477758 (hardback); 9781108774871 (online)
Related URLs:
Depositing User: S Coen
Date Deposited: 04 Jun 2021 10:19
Last Modified: 03 Sep 2022 02:30
URI: https://usir.salford.ac.uk/id/eprint/60852

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