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| Autor/in | Schunk, Dale H. |
|---|---|
| Titel | Social Origins of Self-Regulatory Competence: The Role of Observational Learning through Peer Modeling. |
| Quelle | (1995), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adolescents; Elementary Education; Elementary School Students; Modeling (Psychology); Peer Influence; Self Efficacy; Social Development |
| Abstract | This paper reviews the social origins of students' development of self-regulatory skill, with special emphasis on observational learning through peer modeling. A social cognitive perspective on self-regulation is presented. In this view students' academic competence develops initially from social sources of academic skills and subsequently shifts to self-sources in a series of four levels: observational, imitative, self-controlled, and self-regulated. The effects of models on observers depend in part on perceptions of self-efficacy, or personal beliefs about one's capabilities to learn or perform behaviors at designated levels. Research is reviewed on cognitive modeling, coping and mastery models, and self-modeling. Implications for educational practice are discussed. Contains 31 references. (Contains 31 references.) (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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