Social Origins of Self-Regulatory Competence
- 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: This article reviews the social origins of students' development of self-regulatory skill with special emphasis on observational learning through modeling. A social cognitive perspective on self-regulation is presented. In this view, students' academic competence develops initially from social sources of academic skill and subsequently shifts to self sources in a series of 4 levels: observational, imitative, self-controlled, and self-regulated. The effects of models on observers depend in part on perceptions of self-efficacy, or beliefs about one's capabilities to learn or perform designated behaviors. Research on social influences is reviewed, and includes factors such as cognitive modeling, coping and mastery models, self-modeling, learning goals, and progress feedback. Related theoretical perspectives are discussed along with suggestions for future research.
Social Origins of Self-Regulatory Competence
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Created on 2/24/2011
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Additional Information
- Publication
- Educational Psychologist, 32, 195-208.
- Language: English
- Date: 1997
- Keywords
- Self-directed learning, Self-regulation, Cognitive aspects, Social aspects, Learning, Students