Self-Regulation of Self-Efficacy and Attributions in Academic Settings

Self-regulation includes such activities as attending to and concentrating on instruction; organizing, coding, and rehearsing information to be remembered; establishing a productive work environment and using resources effectively; holding positive beliefs about one’s capabilities, the value of learning, the factors influencing learning, and the anticipated outcomes of actions; and experiencing pride and satisfaction with one’s efforts. This chapter focuses on the self-regulation of two types of motives: self-efficacy and attributions. Social cognitive theory views self-regulation as comprising three processes: self-observation, self-judgment, and self-reaction. Self-efficacy is hypothesized to influence choice of activities, effort expended, and persistence. Self-efficacy is not the only influence on achievement behavior. High self-efficacy will not produce competent performances when requisite knowledge and skills are lacking. Self-efficacy and attributions are important self-regulatory processes during academic activities. Developmental factors should influence how learners regulate self-efficacy and attributions during learning.