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Social Cognitive Theory and Self-Regulated Learning

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Self-Regulated Learning and Academic Achievement

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

Current theoretical accounts of learning view students as active seekers and processors of information (Bandura, 1986; Pintrich, Cross, Kozma, & McKeachie, 1986). Learners’ cognitions can influence the instigation, direction, and persistence of achievement-related behaviors (Brophy, 1983; Corno & Snow, 1986; Schunk, 1989; Weiner, 1985; Winne, 1985). Research conducted within various theoretical traditions places particular emphasis on students’ beliefs concerning their capabilities to exercise control over important aspects of their lives (Bandura, 1982; Corno & Man-dinach, 1983; Covington & Omelich, 1979; Rotter, 1966; Weiner, 1979).

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Authors
  1. Dale H. Schunk
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Editors and Affiliations

  1. Doctoral Program in Educaitonal Psychology, Graduate School and University Center of the City University of New York, New York, NY, 10036, USA

    Barry J. Zimmerman

  2. School of Education, University of North Carolina, 037A Peabody Hall, Chapel Hill, NC, 27514, USA

    Dale H. Schunk

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Schunk, D.H. (1989). Social Cognitive Theory and Self-Regulated Learning. In: Zimmerman, B.J., Schunk, D.H. (eds) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3618-4_4

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  • DOI: https://doi.org/10.1007/978-1-4612-3618-4_4

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-8180-1

  • Online ISBN: 978-1-4612-3618-4

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