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ERIC Number: ED381275
Record Type: RIE
Publication Date: 1995-Mar
Pages: 27
Abstractor: N/A
Reference Count: N/A
Social Origins of Self-Regulatory Competence: The Role of Observational Learning through Peer Modeling.
Schunk, Dale H.
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)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Modeling; Mastery Model; Self Regulation
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (61st, Indianapolis, IN, March 30-April 2, 1995).