Applying Social Cognitive Theory in the Development of Self-Regulated Competencies Throughout K-12 Grades

Abstract

The 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 learning and considers the role of self-regulated learning in various academic contexts 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 classroom settings, suggest classroom interventions for promoting self-regulated learning, and offer avenues for future research. (PsycInfo Database Record (c) 2020 APA, all rights reserved)