A Social Cognitive View of Self-Regulated Academic Learning. Zimmerman, B. J. Journal of Educational Psychology, 81(3):329–339, 1989. doi abstract bibtex Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.
@article{zimmerman_social_1989,
title = {A {Social} {Cognitive} {View} of {Self}-{Regulated} {Academic} {Learning}},
volume = {81},
issn = {00220663},
doi = {10.1037/0022-0663.81.3.329},
abstract = {Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.},
number = {3},
journal = {Journal of Educational Psychology},
author = {Zimmerman, Barry J.},
year = {1989},
pages = {329--339},
}
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