Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path

From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychologist Taylor & Francis

From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path

Educational Psychologist , Volume 48 (3): 13 – Jul 1, 2013
13 pages

Loading next page...
 
/lp/taylor-francis/from-cognitive-modeling-to-self-regulation-a-social-cognitive-career-E0YWPqNctP

References (40)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1532-6985
eISSN
0046-1520
DOI
10.1080/00461520.2013.794676
Publisher site
See Article on Publisher Site

Abstract

My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.

Journal

Educational PsychologistTaylor & Francis

Published: Jul 1, 2013

There are no references for this article.