Source: Snowman, Jack, Rick McCown, and Robert Biehler. Psychology Applied to Teaching. 12th. Boston: Houghton Mifflin, 2009.
Chapter 9: Social Cognitive Theory Self-Control, Self-Regulation, & Self-Efficacy -Self-regulation is important because students are expected to become increasingly independent learners as they progress through school. -Self-efficacy beliefs influence the use of self-regulating skills. -Self-efficacy is influenced by past performance, verbal persuasion, emotions, and observing models. -Self-efficacy influences goals and activities, cognitive processes, perseverance, and emotions. -Self-regulated learners set goals and create plans to achieve those goals; they focus on task, process information meaningfully, and self-monitor; they evaluated their performances, make appropriate attributions for success and failure, and reinforce themselves. Helping Students Become Self-Regulated Learners -Rote rehearsal isn't a very effective memory tactic. -Mnemonic devices meaningfully organized information and provide retrieval clues. -Self-questioning improves comprehension and knowledge integration. -Taking and reviewing notes aid retention and comprehension. -Learning strategy components include metacognition, analysis, planning, implementation, monitoring, and modification. -Self-regulation skills are learned best in a four-level process: observation, emulation, self-control, and self-regulation. -People learn to inhibit or make responses by observing notes. Research on Social Cognitive Theory -Self-efficacy and self-regulation are related to each other and to achievement. -Observing a peer model improves students' self-efficacy for math problem solving and math problem-solving ability, as well the quality of students' writing more than simply practicing writing.
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