Online citations, reference lists, and bibliographies.

Self-regulating Academic Learning And Achievement: The Emergence Of A Social Cognitive Perspective

B. Zimmerman
Published 1990 · Psychology

Cite This
Download PDF
Analyze on Scholarcy
Share
For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.



This paper is referenced by
A Phenomenological Study of the Characteristics of a High School that Influence Former Senior Year Dropouts to Graduate with a Regular Diploma
Rebecca Anne Royal (2012)
The effects of self-regulated learning intervention on students’ motivation in learning history
Yong May Lee (2013)
Assessing the effectiveness of a self-regulated learning programme on children in mainstream primary school in Hong Kong
Hoi Yan Iris Mak (2010)
The role of metacognition in reading comprehension
van Kraayenoord (2010)
10.3102/00028312033002359
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
D. H. Schunk (1996)
10.1111/j.1467-8624.2008.01249.x
Young children's reasoning about the effects of emotional and physiological states on academic performance.
Jennifer Amsterlaw (2009)
10.1145/2856767.2856784
An Intelligent Interface for Learning Content: Combining an Open Learner Model and Social Comparison to Support Self-Regulated Learning and Engagement
J. Guerra (2016)
Introducing Self –Efficacy Beliefs: An Unexploited Construct in the Algerian Academic Setting
Amel Sakraoui (2010)
10.1007/978-3-319-56083-0_8
The Effect of Self-regulation on Student Achievement
Şahin Danişman (2017)
The Intersection between Home Education and Educational Technology: A Case Study
Samantha Anne Rippingale (2016)
10.9722/JGTE.2014.24.5.877
Factors Influencing Self-regulated Strategies: On Autonomy Support and Beliefs of Intelligence Ability of Gifted and Non-gifted Students
M. Shin (2014)
10.1177/1069072711409345
Development and Initial Validation of a Measure of Academic Behaviors Associated With College and Career Readiness
A. Lombardi (2011)
Addressing preservice teachers ' conceptions of motivation 1
Jill D. Salisbury-Glennon (1999)
Intervention strategies to increase motivation in adaptive online learning.
Teresa Hurley (2008)
The Effects of Video Recording on the Level of Expertise and Self-Regulated Learning Ability of Adults in a Beginner Classical Guitar Class
P. Feely (2017)
10.1007/S12144-008-9028-8
Correlates of Academic Procrastination and Students’ Grade Goals
C. Tan (2008)
A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-Based Intervention to Enhance Self-Confidence and Self-Talk
Eva Guérin (2010)
Self-Evaluation and Self-Regulated Learning
D. H. Schunk (1996)
10.5281/ZENODO.3554617
A Contextualized, Differential Sequence Mining Method to Derive Students' Learning Behavior Patterns
J. Kinnebrew (2013)
Adolescent Development from an Agentic Perspective
A. Bandura (2003)
Predictors of examination success in the SAICA qualifying examinations
Luiza Dehrmann (2013)
An exploration of the nature of transformative learning and transformative pedagogy in a high school English context
Sj Marks (2005)
Efficacy of a professional development training program in Macao to assist non-native English teachers foster learning motivation in EFL classrooms
Laurie Anne Baker-Malungu (2010)
10.1207/s15326985ep2501_2
Self-Regulated Learning and Academic Achievement: An Overview
Barry J. Zimmerman (1990)
10.1515/IJAMH.2006.18.3.441
Self-efficacy as a positive youth development construct: Conceptual bases and implications for curriculum development
S. Tsang (2006)
10.17077/ETD.YUCMGQWA
Self-regulatory training for helping students with special needs to learn mathematics
Yanrong Kang (2010)
IMPROVING COMMUNICATION SKILLS AMONG NURSING STUDENTS: ASSESSING THE COMFORT CURRICULUM AS AN INTERVENTION
Rachel Steckler (2012)
Self-Efficacy, Academic Aspirations, and Delinquency as Predictors of Academic Achievement in Australian High School Students
Annemaree Caroll (2012)
Multiple Intelligences as Predictors of Self-Efficacy for Self Regulated Learning
Sakineh Taheri (2015)
10.1080/21683603.2020.1763877
Secondary school students and self-efficacy in mathematics: Gender and age differences
Najib Ali Mozahem (2020)
10.1007/S40753-016-0048-8
Determinants of Maths Performance of First-Year Business Administration and Economics Students
Angela Laging (2017)
Implicit Teachings and Self-Regulated Learning.
L. Corno (1994)
See more
Semantic Scholar Logo Some data provided by SemanticScholar