Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman's model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.

[1]  T. Rosenthal,et al.  Social Learning and Cognition , 1978 .

[2]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[3]  D. Schunk,et al.  Verbalization of comprehension strategies: Effects on children's achievement outcomes. , 1985 .

[4]  Dale H. Schunk,et al.  Enhancing Comprehension Skill and Self-Efficacy with Strategy Value Information , 1987 .

[5]  D. Schunk.  reflecting positive , 2022 .

[6]  S. Graham,et al.  Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. , 1989 .

[7]  S Graham,et al.  Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training , 1989, Exceptional children.

[8]  Duane F. Shell,et al.  Self-Efficacy and Outcome Expectancy Mechanisms in Reading and Writing Achievement. , 1989 .

[9]  D. Schunk.  Social Cognitive Theory and Self-Regulated Learning , 1989 .

[10]  Dale H. Schunk,et al.  Learning Goals and Children's Reading Comprehension , 1989 .

[11]  Dale H. Schunk,et al.  Learning Goals and Progress Feedback during Reading Comprehension Instruction , 1990 .

[12]  B. Zimmerman,et al.  Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. , 1990 .

[13]  C. Dweck.  Self-theories and goals: their role in motivation, personality, and development. , 1990, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[14]  Steve Graham,et al.  Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. , 1992 .

[15]  D. Schunk,et al.  Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes , 1992 .

[16]  D. Laplane.  Thought and language. , 1992, Behavioural neurology.

[17]  Margaret J. Johnson,et al.  Confidence and Competence in Writing: The Role of Self -Efficacy, Outcome Expectancy, and Apprehension , 1993 .

[18]  Carl W. Swartz,et al.  Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement , 1993 .

[19]  Carl W. Swartz,et al.  Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. , 1993 .

[20]  B. Zimmerman,et al.  Impact of Self-Regulatory Influences on Writing Course Attainment , 1994 .

[21]  B. Zimmerman,et al.  Social Origins of Self-Regulatory Competence , 1997 .

[22]  Allan Wigfield,et al.  Reading Engagement: Motivating Readers through Integrated Instruction. , 1997 .

[23]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[24]  S. Graham,et al.  Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties , 1997 .

[25]  S. Graham,et al.  Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions , 1998 .

[26]  B. Zimmerman.  Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. , 1998 .

[27]  B. Zimmerman,et al.  Self-regulated learning : from teaching to self-reflective practice , 1998 .

[28]  G. A. Troia,et al.  Teaching Students with Learning Disabilities to Mindfully Plan When Writing , 1999 .

[29]  C. Dweck.  Self-theoriestheir role in motivation, personality, and development , 1999 .

[30]  D. Schunk.  Social-self interaction and achievement behavior , 1999 .

[31]  Anastasia Kitsantas,et al.  Acquiring writing revision skill : Shifting from process to outcome self-regulatory goals , 1999 .

[32]  Stephen Graham,et al.  Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. , 1999 .

[33]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[34]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[35]  B. Zimmerman,et al.  Self-regulated learning and academic achievement : theoretical perspectives , 2001 .

[36]  A. Bandura.  Social cognitive theory: an agentic perspective. , 1999, Annual review of psychology.

[37]  B. Zimmerman.  Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis , 2001 .

[38]  J. Eccles,et al.  The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence , 2002 .

[39]  B. Zimmerman,et al.  Acquiring writing revision and self-regulatory skill through observation and emulation. , 2002 .

[40]  B. Zimmerman,et al.  Educational psychology : a century of contributions , 2003 .