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| Autor/in | Schunk, Dale H. |
|---|---|
| Titel | Motivating Self-Regulation of Learning: The Role of Performance Attributions. |
| Quelle | (1994), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Attribution Theory; Beliefs; Correlation; Feedback; Goal Orientation; Motivation; Outcomes of Education; Performance; Self Efficacy; Social Cognition; Student Motivation; Success |
| Abstract | Self-regulation refers to the process whereby students activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward attainment of goals. Effective self-regulation requires that students have goals and the motivation to attain them, and make attributions (beliefs about the causes of outcomes) that enhance motivation. A social cognitive view is presented in which attributions influence self-regulation largely through their effects on self-efficacy, or personal beliefs about one's capabilities to learn or perform skills at designated levels. Attributions enter into self-regulation when students compare and evaluate their performances against their goals. Research substantiates the idea that self-regulation depends on students forming attributions that sustain learning efforts and promote self-efficacy. Research is reviewed on the self-regulatory role of attributional feedback that links students' outcomes with one or more attributions, and on correlational and causal relations among attributions, self-efficacy, and achievement outcomes. Suggestions for future research are provided. (Contains 35 references.) (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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