Self-Regulated Learning and Academic Achievement

Part of the series Springer Series in Cognitive Development pp 83-110

Social Cognitive Theory and Self-Regulated Learning

  • Dale H. Schunk

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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).