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)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Reading and Writing Quarterly, 23, 7-25.
Language: English
Date: 2007
Child psychology, Cognition, Intrinsic motivation, Self-motivation

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