归属
自我效能感
骄傲
心理学
认知
社会认知理论
社会心理学
发展心理学
政治学
神经科学
法学
出处
期刊:Routledge eBooks
[Informa]
日期:2022-12-23
卷期号:: 75-99
被引量:194
标识
DOI:10.4324/9780203763353-4
摘要
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.
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