Self-regulated Learning - Social Cognitive Perspective

Social Cognitive Perspective

Self-regulation from the social cognitive perspective looks at the triadic interaction among the person (e.g., beliefs about success), his or her behavior (e.g., engaging in a task), and the environment (e.g., feedback from a teacher). Zimmerman et al. specified three important characteristics of self-regulated learning:

1. self-observation (monitoring one's activities); seen as the most important of these processes
2. self-judgment (self-evaluation of one's performance) and
3. self-reactions (reactions to performance outcomes).

To the extent that one accurately reflects on his or her progress toward a learning goal, and appropriately adjusts his or her actions to maximize performance, he or she has effectively self-regulated. During a students school career the primary goal of teachers is to produce self-regulated learners by using such theories as Information Processing Model (IPM). By storing the information into long term memory (or a live document like a Runbook) the learner can retrieve it upon demand and apply to tasks, becoming a self-regulated learner.