Abstract
This chapter analyses current research in the use of social cognitive theories in schools, to improve students’ engagement and performance. It examines the impact of Bandura’s social learning theory and social cognitive theories on students’ self-efficacy, self-esteem, self-regulation, engagement, and motivation, and the quality of engaging learning environments in inclusive classroom. The chapter discussed how motivation, as a key concept, was always a key feature of social learning and social cognitive theories.
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Zajda, J. (2023). Social Cognitive Theories for Improving Engagement and Motivation. In: Globalisation and Dominant Models of Motivation Theories in Education. Globalisation, Comparative Education and Policy Research, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-031-42895-1_4
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DOI: https://doi.org/10.1007/978-3-031-42895-1_4
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Publisher Name: Springer, Cham
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Online ISBN: 978-3-031-42895-1
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