A social cognitive view of self-regulated academic learning.
1989/09/01 by Barry J. Zimmerman · 33 citations
Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Online and Blended Learning #Educational Strategies and Epistemologies
paper · doi:10.1037/0022-0663.81.3.329
Abstract
Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.
Citations
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