Social Cognitive Theory and Self-Regulated Learning

  • Dale H. Schunk
Part of the Springer Series in Cognitive Development book series (SSCOG)

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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© Springer-Verlag New York Inc. 1989

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  • Dale H. Schunk

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