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date: 12 December 2019

Abstract and Keywords

In this chapter we address regulatory strategies of learning in social contexts across adulthood. Adult learners are seen as active individuals that seek out or create stimulating (social) environments to maintain continual development. In this context, reciprocity is found to be a main characteristic of successful learning in social contexts accompanied by preconditions of age-appropriate motivational strivings as well as abilities of social relationship regulation. Theoretical scaffolding pertains to the theory of socioemotional selectivity (Carstensen, 1992) and the theory of relationship differentiation (Neyer et al., 2011). The chapter concludes with examples of adult learning in social contexts and offers new research perspectives.

Keywords: reciprocity, adulthood development, social learning, reciprocal learning

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