Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

Autor/in	White, Marie C.
Titel	Cognitive Modeling and Self-Regulation of Learning in Instructional Settings
Quelle	In: Teachers College Record, 119 (2017) 13Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Metacognition; Self Efficacy; Learning Motivation; Guidelines; Reinforcement; Models; Learning Processes; Social Cognition; Social Theories; Teaching Methods + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Richtlinien; Positive Verstärkung; Analogiemodell; Learning process; Lernprozess; Soziale Kognition; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as key processes for learning. A review of empirical studies and theoretical models supports the effectiveness of modeling on students' self-regulated learning. These studies provide evidence of the critical role of models during instruction as an important contextual factor that can promote self-efficacy, motivation, self-regulation, and achievement. To understand how characteristics of the model, the observer, and reinforcement interact to affect learning and behavior, it is necessary to investigate how social cognitive theory has uniquely contributed to our current understanding of modeling. Critical to effective modeling is the belief that learning and teaching are interactive processes in which both teachers and learners engage in planning, implementing, assessing, and reflecting on the events and outcomes. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01