Influencing children’s self-efficacy and self-regulation of reading and writing through modeling
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: According to Bandura’s social cognitive theory, self-efficacy and self-regulation are key processes that affect students’ learning and achievement. This article discusses students’ reading and writing performances using Zimmerman’s four -phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman’s model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.
Influencing children’s self-efficacy and self-regulation of reading and writing through modeling
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Created on 2/23/2011
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Additional Information
- Publication
- Reading and Writing Quarterly, 23, 7-25.
- Language: English
- Date: 2007
- Keywords
- Child psychology, Cognition, Intrinsic motivation, Self-motivation