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Applying Social Cognitive Theory in The Development of Self-Regulated Competencies Throughout K-12 Grades K-12
Applying Social Cognitive Theory in The Development of Self-Regulated Competencies Throughout K-12 Grades K-12
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H. Bembenutty (*)
Department of Secondary Education and Youth Services, Queens College of the City
University of New York, 65-30 Kissena Blvd, Queens, NY 11367-1597, USA
e-mail: hefer.bembenutty@qc.cuny.edu
M.C. White
School of Education, Nyack College NYC Campus,
2 Washington Street, New York, NY, USA
e-mail: Marie.White@nyack.edu
M.K. DiBenedetto
Bishop McGuinness Catholic High School, 1725 HW 66 S, Kernersville, NC, USA
e-mail: mkdibenedettophd@aol.com
One of the main assumptions underlying social cognitive theory is that individu-
als are competent and active agents whose actions can influence their development,
learning, and behavior (Bandura, 1997). Bandura (1997) suggests that individuals
are able to learn by observing others in social contexts. He posits that individuals
respond to their environment based on their beliefs, values, prior experiences, sense
of efficacy, and expectancies. Social cognitive theory also conceptualizes individu-
als as able to engage in the regulation of their own thoughts, beliefs, and actions.
Under the umbrella of social cognitive theory, research on self-regulated learn-
ing has attracted a significant amount of attention during the last four decades. Self-
regulated learning has practical applications to the classroom context and instruction
that are far reaching. Several studies place self-regulation as the cornerstone of
academic endeavors and consider it a determinant of learning and development
(Bembenutty, Cleary, & Kitsantas, 2013; Zimmerman & Schunk, 2011). This line
of research emphasizes the role of teachers as important social models and the role
of learners as proactive and self-directed seekers in all learning endeavors. In this
vein, the role of self-efficacy is conceptualized as a determinant of actions and an
agent of learning, and self-regulation is construed as a process of growth and devel-
opment (see e.g., Bembenutty et al., 2013; Boekaerts, Pintrich, & Zeidner, 2000;
Zimmerman & Schunk, 2011).
In the early years of the development of social cognitive theory, Bandura con-
ducted seminal work on self-regulation and self-efficacy (Bandura, 1986). Whereas
self-regulated learning refers to individuals’ control of their thoughts, actions, feel-
ings, and behavior in order to pursue designated academic tasks (Zimmerman,
2013), self-efficacy is defined as individuals’ beliefs about their capability to per-
form designated tasks. Consistent with Bandura’s theory, Zimmerman’s research
on self-regulation reveals that learners are able to identify learning targets toward
which they set goals, select strategies for learning and monitoring, and are able to
engage in self-reflection of outcomes.
Zimmerman (e.g., 2000; Zimmerman & Kitsantas, 1997; Schunk & Zimmerman,
1997) suggests that learners develop self-regulation as they move through four levels.
The first level begins by observing an effective and competent model followed by the
second level, which involves emulating the patterns observed under the direct super-
vision of the model. Once learners have the observed patterns of behavior and are
able to replicate these patterns, they engage in the process of self-control, in which
they perform tasks somewhat independent of the model while keeping the initial
represented pattern in mind. When learners are able to do the task independently of
the model, they are able to adapt and modify the initial techniques as needed by the
context. This final level is called self-regulation. However, there is limited under-
standing of how self-regulated learning can be applied to different developmental
stages of children in the classroom. For example, it appears self-evident that kinder-
garteners will process information differently than high school seniors. Teachers and
peers also play significant, but different, roles at various maturational levels. How
these different factors play out in the classroom appears not so well understood.
To address this gap, the first section of this chapter reviews the research on social
cognitive theory with particular emphasis on the role of modeling, self-efficacy, and
self-regulated learning. The second section presents four models of self-regulated
9 Applying Social Cognitive Theory in the Development of Self-Regulated… 217
learning and considers the role of self-regulated learning in various academic con-
texts with an emphasis on Zimmerman’s developmental levels of acquiring self-
regulated competency. Finally, the third section discusses developmental trends and
applications of self-regulation in K-12 learning settings. We conclude by providing
educational implications that will help to explain how learning happens in class-
room settings, suggest classroom interventions for promoting self-regulated learn-
ing, and offer avenues for future research.
Social cognitive theory provides a framework for learning that takes into account
the social environment, the personal factors such as affect and cognition of the
learner, and the behavior (Bandura, 1986, 2012). Consider Steven, a third grader
with no prior history of school-related problems, who has become easily distracted,
often forgets to do his homework, and exhibits outbursts during instruction time. As
a result, his classmates often exclude him from games during recess and he does not
seem to have any friends. Since Steven’s performance in the second and first grades
was without similar types of behavioral problems, his teacher has become increas-
ingly concerned. Due to Steven’s failure to complete his third-grade work, the
teacher was worried about the upcoming state assessments. During the parent–
teacher conferences, Steven’s teacher discussed her concerns with his mom and
learned that his parents had separated just before the start of the school year.
Steven’s mother stated that the boy was very upset about his father moving out and
suspected that the drop in Steven’s grades and increased behavior problems were
related to the events taking place in the home. Steven’s parents’ separation and his
father’s leaving (home environment) appeared to be affecting his concentration
(personal) and his performance (behavior) in school.
Bandura’s (1986, 1997) theory suggests that there is reciprocity among the envi-
ronmental, personal, and behavioral factors in this triadic model meaning that as
they interact, they also determine or cause the other (see Fig. 9.1). Bandura’s social
cognitive theory is based on the assumptions that these three factors are influenced
by enactive and observational learning from one’s environment, personal motiva-
tion or self-efficacy, and the ability to self-regulate. Steven’s behaviors are evidence
of how a disruption in one area can impact performance in another.
Personal Factors:
Cognition
Self-efficacy influenced by:
Affective states Self-efficacy influenced by:
Observing peers and teacher(s)
Self-efficacy Performance
Physiological states
Self-regulated learning:
Classroom context/learning environ- Using strategies
ment Adapting
understand statements made by the teacher during a lesson asks a question, the ask-
ing of the question can direct the teacher to slow down the pace to provide more
details about the topic. Hence, in asking the question, the student’s actions have
altered the learning environment. The alteration in the teacher’s behavior will aid in
the student’s understanding of the lesson. This exemplifies the triadic mode where
behavior, personal, and environmental (or social) factors influence each other.
Bandura (2007) emphasizes the social aspect of the environment such as the
classroom environment, teacher, and peers. Research studies have revealed the
effects of one’s social environment on achievement and competency beliefs
(Bembenutty, 2008, 2011; Bembenutty et al., 2013; DiBenedetto & Bembenutty,
2011; Zimmerman & Schunk, 2011). In school settings, students are influenced by
their peers and their teachers through observational learning as well as social per-
suasions (see Fig. 9.1; Bandura, 2007). In the above example, students who observe
classmates asking questions and the teacher’s positive manner of responding are
likely to ask questions when they are confused. Social persuasions occur when
teachers or peers encourage students to perform an activity. A student who is play-
ing an instrument may be encouraged by his teacher to continue, even after playing
the incorrect keys. This interpersonal exchange is part of the learner’s environment
and continually influences his or her thoughts, feelings, and behavior.
In social cognitive theory, individuals can learn from making observations of others.
Through these observations they learn many things, including how to perform a
specific task. Through observational learning or modeling, a learner acquires new
9 Applying Social Cognitive Theory in the Development of Self-Regulated… 219
patterns of behavior that may have had a zero probability of occurring prior to
observing the model. Bandura (1986) emphasized four characteristics of models
that make learners pay attention: prestige, competence, perceived similarity, and
vicarious consequences for their actions. In a classroom setting, each of these char-
acteristics may be present in the teacher(s) and in one’s peers.
Teachers may enhance student’s self-regulated learning by demonstrating
problem-solving techniques and thinking aloud (i.e., verbalization of thoughts dur-
ing problem-solving; Horner & Shwery, 2002; Zimmerman, 2013). Showing stu-
dents how to persist in the face of failure by changing strategies to find the one that
works is a significant feature of modeling. Research has demonstrated that observa-
tional learning, particularly in the form of cognitive modeling, is a powerful tool for
teachers to use in the classroom (Zimmerman, 2013). When teachers use cognitive
modeling, they not only demonstrate what to do but how to think about the actions
that need to be taken to complete the task at hand successfully (Dorn & Sofos,
2001). This verbalization provides learners with the opportunity to observe the
thinking patterns that lead to success (Schunk & Usher, 2012).
9.2.3 Self-Efficacy
Self-efficacy has been described as a belief one has about his or her capability to
accomplish one’s goals (such as achieving a high score on a math test, playing a
concerto perfectly, or shooting a basketball into a hoop). Self-efficacy has been
demonstrated to relate to one’s efforts, persistence, and choice of activity (e.g.,
Bandura, 1997; Pajares, 1996; see also Chaps. 8 and 10). For example, young gym-
nasts who are self-efficacious about their ability to flawlessly walk across an ele-
vated beam are likely to consistently practice and not give up, even after falling,
until they are successful. Self-efficacy develops as a result of four factors: social
persuasion, physiological responses, observations of others, and mastery experi-
ences (Bandura, 1997).
Social persuasion highlights the important role of how others can help shape a
learner. When a learner receives praise or positive feedback, the source must be
credible in order to raise self-efficacy (Bandura, 1986, 1997; Lipnevich & Smith,
2009; Schunk & DiBenedetto, 2015). In longitudinal research on music students, for
example, young musicians’ motivation to practice has been found to be positively
linked to the frequency of mothers’ practice reminders (McPherson & Davidson,
2002). Physiological and emotional states such as fear and anxiety also impact self-
efficacy (Bandura, 1997). Students who worry about performing well on a test may
experience agitation, nervousness, and stress that may interfere with their test per-
formance. In other words, the anxiety and worry may impact learners’ self-efficacy
(Bandura, 1986, 1997; Schunk & DiBenedetto, 2014). Further, as indicated earlier,
individuals learn vicariously. Witnessing the success of other learners who share
similar characteristics may strengthen the self-efficacy of the viewers and motivate
them to perform similar tasks (Bandura, 1997). Mastery experiences are critical for
220 H. Bembenutty et al.
building self-efficacy and research supports that mastery experiences result in higher
levels of achievement (Zimmerman & DiBenedetto, 2008). Students who perform a
task well are likely to be motivated to continue learning and their self-efficacy will
be enhanced (Schunk & Mullen, 2013). Self-efficacy is not only critical for its per-
sonal motivational affects, but it is hypothesized to affect the behavior and environ-
mental contexts within the triadic model (Schunk & Usher, 2012).
Students who feel self-efficacious are likely to set academic goals for themselves
and use effective strategies to achieve these goals. They adapt and regulate their
behavior as needed and accept responsibility for their own learning. Self-efficacy is
considered a motivational process in that it is said to influence behavior (Schunk &
DiBenedetto, 2014), as well as how much energy students will expend to complete
various academic tasks (Schunk & Pajares, 2009). Self-efficacy is a pivotal process
in self-regulated learning because students who are self-efficacious are more likely
to engage in self-regulatory behaviors, whereas those who are not are less likely to
feel motivated.
Important models of self-regulation have been developed during the last several
years (Bembenutty et al., 2013; Boekaerts et al., 2000; Vohs & Baumeister, 2013;
Zimmerman & Schunk, 2011). In this section we review four models of self-
regulated learning that have been most commonly employed in educational research
and instruction, those of (1) Winne, (2) Boekaerts, (3) Pintrich, and (4) Zimmerman.
We begin by providing a brief overview of the first three models. Then, we focus
extensively on Zimmerman’s model because it has been applied widely in develop-
mental research, is most applicable to the theme of this chapter, and because the
model emphasizes the importance of social relationships in learning.
metacognition to determine how to work on the task (goal setting and planning).
In the third stage, learners work on the task at hand (Winne, 2011). Here, metacog-
nition plays the role of monitoring the learning process by signaling to learners
when they need to go back and review the material further or apply more effort
(studying tactics) (Winne, 2001). In Winne’s fourth and final stage, the learner
reflects on the entire learning experience to determine what worked well and what
needs to be changed (adaptations to metacognition). The main objective at this stage
is to determine what changes need to be made in the future for similar tasks from
feedback. The model is recursive in that output products that were created by infor-
mation processing at any stage can jump back and forth or they can serve as future
inputs when similar learning events arise.
Pintrich’s model suggests that self-regulated learning occurs in four phases with
processes falling into cognitive, motivational/affective, behavioral, and contextual
areas (Pintrich, 2000). The first phase is forethought, planning, and activation.
222 H. Bembenutty et al.
During this phase learners set their goals, adopt a goal orientation, and determine
the effort and time needed to complete the task. This phase also involves efficacy
judgments and perceptions of task difficulty. The second phase is the monitoring
phase. Here learners are engaging in metacognitive awareness and monitoring of
various processes (e.g., cognition, motivation, and affect), of the effort and time
needed to complete the task, and of the changing task and contextual conditions. In
the third phase of control, learners select and adapt cognitive strategies for learning
and thinking. They are managing motivation and affect, will increase or decrease
effort, seek help, change or negotiate the task, and change or leave the learning
context. In the final phase, learners are believed to react and reflect by forming cog-
nitive judgments and attributions, choosing behavior, and evaluating the task and
learning context.
Pintrich examined the role of motivation in students’ mastery and performance
orientations by examining students’ approach versus avoidance viewpoint
(Pintrich, 2000). Students who had a mastery-approach orientation were hypoth-
esized to be more focused on learning as compared to students with a mastery-
avoidance orientation where students were deemed to be more eager to escape
imperfection. Students who took a performance-approach orientation were learn-
ers who were positively motivated to outperform others and to demonstrate their
competence, whereas learners who took a performance avoidance orientation
were motivated to avoid failure and looking incompetent to their peers. From the
self-regulated learning perspective, students who engage in a mastery approach
orientation are more likely to show positive academic results (Puustinen &
Pulkkinen, 2001).
use of incorrect learning strategy could go back and start again by using a different
strategy. Zimmerman advanced another self-regulated model with an emphasis on
the internal processes of the development of self-regulatory competence. The next
section highlights the patterns of the developmental model of self-regulation.
Zimmerman’s (2000) theory stems from the social cognitive perspective that views
learning as initiating from outside or from external sources and shifting to internal
sources (Schunk & Zimmerman, 1997). Zimmerman (2000) defined self-regulated
learning as one’s self-generated feelings, thoughts, and behaviors geared toward
attaining one’s goals. Social cognitive theory suggests that modeling, which occurs
outside of the observer in the environment, is a precursor to self-regulation (Schunk
& Zimmerman, 1997; Zimmerman, 2000; Zimmerman & Kitsantas, 1997). Self-
efficacy, which begins externally by means of modeling, ultimately becomes inter-
nalized when self-regulation is reached (Schunk & Zimmerman, 1997; Zimmerman,
2000). Initially, this internalization appears socially, for instance, when students
observe teachers and peers. Through practice and mastery experiences, students are
more self-efficacious and competent, and they depend less on others’ as they inter-
nalize feelings of self-efficacy and become self-directed learners (DiBenedetto &
White, 2013; Zimmerman & DiBenedetto, 2008). Research suggests that several of
the processes in Zimmerman’s model of self-regulated learning have been linked to
academic achievement such as strategic planning, metacognitive monitoring, and
self-reflection (DiBenedetto & Zimmerman, 2010). Self-regulation is dynamic
because learners continually evaluate and adapt their performance against a stan-
dard or a model (DiBenedetto & White, 2013). As seen in Fig. 9.2, self-regulation
is developed through four sequential levels: observation, emulation, self-control,
and self-regulation (Schunk & Zimmerman, 1997; Zimmerman, 2000; Zimmerman
& Kitsantas, 1997).
Level 1: Observation Through observations of a more competent model, students
learn about many self-regulatory processes such as how to plan for learning strate-
gies, how to self-monitor performance, or how to set goals (Bandura, 1986; Schunk
& DiBenedetto, 2015; Zimmerman, 2000). In addition, students’ observation of
models can include receiving rewards such as successful completion of a task or
praise from a teacher. These observations enhance students’ beliefs in their own
capabilities to perform the observed behavior, thus initiating self-efficacy. At this
level, students are observing the teacher who conducts cognitive modeling as she
explains, demonstrates, and verbalizes reasons for her actions (Pape, Bell, & Yetkin-
Ozdemir, 2013). The teacher controls the learning environment as she paces her
instruction according to the students’ readiness to learn the course content
(DiBenedetto & White, 2013), although often knowledgeable peers could also serve
as models and may impart information.
224 H. Bembenutty et al.
Level 1:
Modeling Practice Level 4:
Observational Level 2: Level 3: Adaptive,
Effects Effects Self-regulated
Learning Emulation Self-control Independent
learner
Student not understanding, Student not able to practice on Student not able to adapt/refine
teacher needs to model own, more guided practice and behavior when context is
further scaffolding needed from altered, teacher provides
teacher more opportunities for
independent
practice
Fig. 9.2 Four levels of development of self-regulatory competency within a social learning
context
from the teacher but is now within the learner (Schunk & Zimmerman, 1997;
Zimmerman, 2000). It is here that the control of the pacing learning shifts from
teacher to students (DiBenedetto & White, 2013).
At the self-control level, the student is analyzing tasks, setting goals, and work-
ing on tasks with little guidance from the teacher (Pape et al., 2013). The teacher’s
role shifts now to allowing students to do work independently, providing feedback,
and adjusting the tasks when students experience difficulty (Pape et al., 2013). As
seen in Fig. 9.2, when students are not able to exercise self-control in working inde-
pendently, the teacher provides them with more opportunities for guidance and
scaffolding.
Level 4: Self-Regulation Although the previous three levels involve the develop-
ment of self-regulation, in actuality, the process of self-regulation is achieved at the
fourth level. Students reach self-regulation when they are able to systematically
adapt their performance to different conditions and situations (Zimmerman, 2000).
At this level, students are motivated by their own self-efficacy beliefs. They are now
capable of initiating the use of strategies, making adjustments to behavior based on
the situation, and evaluating their performance with the understanding that they are
capable of competently making changes as needed. Students at this level are able to
regulate their learning without the assistance of a teacher. This level is marked by
independence; the learner is motivated to achieve, will set his or her goals, will
make adjustments depending on the situation, and is self-efficacious about his or her
capability to perform (DiBenedetto & White, 2013; Schunk & Zimmerman, 1997).
In a recent study, high school juniors who engaged in self-regulatory processes
performed better than those who did not when studying and taking a test on tornados
(DiBenedetto & Zimmerman, 2010). Research on self-regulated learning and math-
ematics has been conducted in samples of younger students (Ramdass, 2011)
through college students (Zimmerman & Schunk, 2011). This body of research pro-
vides evidence of the link between self-regulated learning and student academic
attainment. While evidence exists on the relationship between self-regulated learn-
ing and achievement, how does one go about implementing self-regulated learning
in authentic learning contexts across different grade levels? The following section
will provide examples of how self-regulated learning may be used in the classroom
to promote the development of self-regulated learning competency.
Children in the early grades (K-2) enter school having learned important life skills
vicariously from the adults and peers in their social environment. They are begin-
ning to distinguish between their own and others’ perspectives, recognizing that
their own thoughts and feelings might be different from others (Ormrod, 2013).
Their development of cognitive self-regulation is highly influenced by an environ-
ment that provides them a support system where the behaviors of adults signifi-
cantly influence their ability to carry out cognitive activities independently
(Zimmerman & Schunk, 2011). Modeling of ordinary activities has already pro-
vided a foundation for observational learning. Self-regulation skills can take time to
9 Applying Social Cognitive Theory in the Development of Self-Regulated… 227
Third through fifth graders enter the classroom having been exposed to various
types of models and vicarious learning experiences. Earlier impressions about per-
formance, ability, and efficacy tend to influence motivation to participate in a learn-
ing environment more challenging than the first 3 years of formal schooling. Their
ability to logically reason about abstract and hypothetical situations helps them to
separate strategies for effective and ineffective ways of completing tasks in an aca-
demic setting.
Developmental trends at the third- to fifth-grade levels include children’s abili-
ties to select strategies, focus on tasks, identify goals, and master the use of some
self-regulatory strategies. According to Ormrod (2011), children’s at this grade
level improve in their ability to assess their performance and persist on difficult
tasks. One important aspect of this developmental level is the ability to initiate some
228 H. Bembenutty et al.
Students in grades six to eight are developmentally ready to master some self-
regulatory learning strategies, especially those frequently observed. Many look for
opportunities to learn independently and respond to explicit guidance on how to
study effectively. However, changes in academic learning environments in middle
school can lower students’ self-efficacy and decrease their motivation when they
transition from being in one classroom with the same peers and teacher for all
subjects to several different classrooms with a mix of peer and teachers. Students
build their efficacy beliefs through the vicarious experience of observing others;
consequently, in many academic endeavors students gauge their capabilities in
relation to the performance of others in the context of their learning environment
(Schunk, 1987).
The developmental progression toward self-regulation might give the appearance
of being fairly straightforward; however, educators have come to learn that each of
9 Applying Social Cognitive Theory in the Development of Self-Regulated… 229
Increased academic and social pressures accompany the transition from middle
school to high school requiring students to make choices regarding how they
respond to environmental influences. Giving into distractions from completing
homework assignments has been known to interfere with academic success (White
& Bembenutty, 2013). Students’ inability to delay gratification is inversely related
to homework completion, but homework is correlated with academic achievement,
self-regulation, and self-efficacy (Bembenutty & Karabenick, 2004). It is important
to consider how the homework process or any task done independently can be eval-
uated and enhanced through the lens of self-regulation. Students engage in goal
setting and planning enact study tactics and strategies, implement monitoring, and
230 H. Bembenutty et al.
In this section, we present educational implications and make suggestions for future
directions of self-regulated learning research. The present discussion sought to
expand one’s understanding of educational practices, which could help learners
acquire and maintain goal-directed learning even when faced with the temptation to
do otherwise.
9 Applying Social Cognitive Theory in the Development of Self-Regulated… 231
Table 9.1 Developmental characteristics, grade levels, and applications of self-regulatory processes
Developmental
characteristics and grade
levels Self-regulatory processes Applications of the role of the teacher (T) and students (S)
K-2 Engage in goal setting to Observation:
Some ability to: establish a standard or T: Considers students’ short attention span
Recognize simple ideas in objective in order to pursue S: Focus attention on the teacher’s modeling features
oneself and others important tasks Emulation:
Internalize adult standards T: Closely monitors learners’ imitation of model
for behavior at basic level S: Attempt to imitate teacher’s modeling behaviors
Self-evaluate Self-control:
appropriateness of actions T: Remains available while closely monitoring students independent practice
Control impulses to S: Set attainable goals using teacher feedback and guidance
sustain attention Self-regulation:
T: Assigns work that requires independent practice
S: Work independently
Grades 3–5 Engage in help seeking to Observation:
Improving ability to: obtain information from T: Demonstrates how to seek help when a task becomes too difficult
Select strategies appropriate sources in order to S: Pay attention to the teacher’s modeling features
Focus on task complete tasks Emulation
Identify goals T: Closely monitors help-seeking behaviors of students to posed questions
Master strategic use S: Imitate teacher’s help-seeking behavior choosing appropriate resources
Self-control:
T: Slowly withdraws scaffolding while students begin to seek help
S: Begin to formulate a plan to seek help using teacher feedback and guidance
Self-regulation:
T: Provides tasks that require students to seek help independently (homework)
S: Select and use appropriate resources to complete the homework assignments
H. Bembenutty et al.
9
Developmental
characteristics and grade
levels Self-regulatory processes Applications of the role of the teacher (T) and students (S)
Grades 6–8 Sustain self-efficacy beliefs to Observation:
Increasing ability to: master valuable tasks T: Involves peer models in demonstration of tasks
Plan future actions S: Observe models with similar attributes accomplish challenging tasks
Use self-motivational Emulation:
strategies T: Provides feedback to help students identify specific strategies
Engage in abstract S: Practice strategies observed by the teacher and peers
thinking Self-control:
Identify a range of T: Provides minimal assistance while monitoring students’ strategies to perform tasks
learning strategies S: Incorporate suggestions from teacher and peers on strategy use
Self-regulation:
T: Assigns independent practice that requires students to evaluate self-efficacy beliefs
S: Become more self-efficacious as students are able to identify strategy use for tasks
Grades 9–12 Engage in self-evaluation of Observation:
Sustaining ability to: performance and outcomes T: Demonstrates self-evaluation strategies use for performance and outcomes
Master learning strategies S: Attend to how the model uses self-evaluation strategies for performance and outcomes
Control social Emulation:
environment T: Encourages students to discuss critical components of self-evaluation
Delay gratification S: Describe and demonstrate the use of self-evaluation strategies as teacher scaffolds
Regulate learning Self-control:
independently T: Provides feedback and guidance while monitoring students’ use of self-evaluation
strategies
S: Practice using self-evaluation strategies using teacher feedback and guidance
Self-regulation:
Applying Social Cognitive Theory in the Development of Self-Regulated…
to examine the consequences of choosing to attend a party the night before a large
homework assignment is due versus staying home to complete the homework.
Another educational implication is that both teachers and students need to learn
and adopt appropriate help-seeking strategies. Help seeking is primarily a social
process (White & Bembenutty, 2013; Karabenick & Berger, 2013; White, 2011).
For instance, there are often cognitive, social, affective-emotional, and contextual
resources available to teachers and students (Karabenick & Berger, 2013;
Karabenick & Dembo, 2011). To illustrate, teachers can model help-seeking strate-
gies by modeling how to determine whether there is a problem and whether help is
needed, deciding whether to seek help up to the point where help is obtained and
processed (Karabenick & Berger, 2013; Karabenick & Dembo, 2011).
As an initial step toward development of interventions geared at bolstering stu-
dents’ self-regulatory competencies, teachers should be able to first assess students’
self-regulatory abilities at each of the four levels outlined in Fig. 9.2 (for reviews of
ways to assess and measure self-regulated learning abilities see Boekaerts & Corno,
2005; Winne & Perry, 2000). Educators should also understand the importance and
need for microanalytic assessments of self-regulated learning rather than just focus-
ing on macroanalytic assessments. Microanalysis assessment is conceptualized as
an umbrella term referring to highly specific or fine-grained forms of measurement
targeting behaviors, cognition, or affective processes as they occur in real time
across authentic contexts (Cleary, 2011a, 2011b; Cleary, Callan, & Zimmerman,
2012). Microanalytic assessments have advantages in that this methodology exam-
ines self-regulatory processes and motivation at the specific grade levels, instruc-
tion, strategy, and performance and has potential diagnostic value (Cleary, 2011b;
Cleary et al., 2012; Cleary & Platten, 2013). The microanalytic methodology has
also been found to be a better predictor of self-regulated learning than other previ-
ously validated measures (DiBenedetto & Zimmerman, 2013).
Finally, both teachers and students are encouraged to develop competence with
computer-based learning environments because computer learning can facilitate
learning, teaching, and diagnose self-regulated learning (Kitsantas & Dabbagh,
2010, 2011; Kitsantas, Dabbagh, Huie, & Dass, 2013; Greene, Moos, & Azevedo,
2011). To illustrate, 9–12 grade students could learn how to use software such as
Web 2.0 technologies to promote their own learning, and teachers can use computer
traces to understand self-regulatory processes of their students.
dynamic nature of the four developmental levels of self-regulated learning and the
movement between the different levels is an area that future research should under-
take. Further investigations into self-regulated learning processes of students’ with
cognitive and neurological limitations are in order, which could help these learners
to be self-regulated. Research integrating new advances in technology known to be
effective to enhance self-regulated learning is warranted. Future studies could also
examine the effects of feedback on students’ self-efficacy and self-regulation.
9.7 Conclusion
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
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