Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7455
Title: Zone of Proximal Self: A Sociocultural Framework for Examining the Development of Possible Selves and Social-Emotional Competencies
Authors: Nguyen, Judy
Phuong, Andrew Estrada
Hunn, Christopher T.
Mejia, Fabrizio D.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Nguyen, J., Phuong, A. E., Hunn, C. T., & Mejia, F. D. (2021). Zone of Proximal Self: A Sociocultural Framework for Examining the Development of Possible Selves and Social-Emotional Competencies. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1173-1174). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This study introduces a conceptual framework called the zone of proximal self which conceptualizes how interpersonal interactions within a higher education learning ecology support students’ progress towards their possible selves and the development of both academic and social-emotional competencies. Employing a case study approach with semi-structured interviews and surveys, the study presents findings on how the zone of proximal self impacts the experiences of undergraduate computer science mentors and students at a U.S. public, research-one university on the West Coast. Findings show the importance of understanding feared selves and how mentors’ socialization impacts their mentorship practices and pathways towards future goals. This framework has practical significance for understanding the learning mechanisms and processes of mentors, which can inform equity-oriented programs that support all students.
URI: https://doi.dx.org/10.22318/icls2021.1173
https://repository.isls.org//handle/1/7455
Appears in Collections:ISLS Annual Meeting 2021

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