Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

Abstract

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.