ERIC Number: EJ1041696
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 54
A Social Cognitive View of Self-Regulated Learning about Health
Clark, Noreen M.; Zimmerman, Barry J.
Health Education & Behavior, v41 n5 p485-491 Oct 2014
Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and environmental. This triadic model assumes that people self-regulate their health through the use of self-care strategies, setting reasonable health goals, and monitoring feedback concerning the effectiveness of strategies in meeting their goals. People's perceptions of self-efficacy are also assumed to play a major role in motivating them to self-regulate their health functioning. According to social cognitive theory, processes entailed in regulating one's health can be taught through social modeling, supports, and feedback; gradually these external supports are withdrawn as one is able to self-regulate. This paper will analyze self-regulation processes related to controlling or preventing lung disease, specifically management of asthma and eliminating smoking. The educational implications of the triadic model of self-regulation for promoting health and related behavioral functioning will be discussed.
Descriptors: Social Cognition, Health Behavior, Prevention, Diseases, Smoking, Self Management, Chronic Illness, Feedback (Response), Social Theories, Self Efficacy, Role, Metacognition, Health Education, Health Promotion
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Sponsor: National Heart, Lung, and Blood Institute (DHHS/NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: 1-R18-HL-28907