In this paper I discuss mediation as a possible strategy for enhancing cognitive
flexibility in self-regulated learning. Although much has been written on the
importance of self-regulated learning there is still much debate about the best way of going about developing it. This paper presents empirical qualitative research
that focuses on the creation of a complex learning environment that would
facilitate the use of mediation as a teaching strategy to develop children’s ability to adapt flexibly to the demands of the learning environment. Learning is viewed
as a process of holistic personal development rather than the acquisition of
knowledge and skills. As part of the design experiment, the Mediational Behaviour
Observation Scale (MBOS) was developed to judge the extent to which the researcher’s interaction with the learners could be described as mediatory. A qualitative analysis of the MBOS revealed that certain mediatory behaviours were effective in creating a complex learning environment conducive to the development of self-regulated learning. Further interpretative analysis also suggests that mediation can be particularly useful in the development of cognitive flexibility.