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

Coen, S; Maloney Yorganci, KT

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.

Citation

Coen, S., & Maloney Yorganci, K. (2022). Psychology, democracy and the media : are citizens learning from the news? A self regulated learning perspective. In A. Weinberg (Ed.), Psychology of democracy : of the people, by the people, for the people (377-402). Cambridge: Cambridge University Press (CUP). https://doi.org/10.1017/9781108774871.021

• Online Publication Date: Feb 24, 2022
• Publication Date: Mar 3, 2022
• Deposit Date: Jun 4, 2021
• Publicly Available Date: Sep 3, 2022
• Publisher: Cambridge University Press (CUP)
• Pages: 377-402
• Book Title: Psychology of democracy : of the people, by the people, for the people
• ISBN: 9781108477758-(hardback);-9781108774871-(online)
• DOI: https://doi.org/10.1017/9781108774871.021
• Publisher URL: https://doi.org/10.1017/9781108774871.021
• Related Public URLs: https://doi.org/10.1017/9781108774871; https://www.cambridge.org/gb/academic/subjects/psychology/social-psychology/psychology-democracy-people-people-people?format=HB
• Additional Information: 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.