Social Cognitive Theory and Self-Regulated Learning
Social Cognitive Theory and Self-Regulated Learning
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社会认知理论与自我调节学习
DOI：
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发表时间：
1989
期刊：
影响因子：
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通讯作者：
D. Schunk
中科院分区：
文献类型：
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作者：
D. Schunk
当前的学习理论将学生视为信息的主动寻求者和处理者（Bandura，1986; Pintrich，Cross，Kozma和McKeachie，1986）。学习者的认知可以影响与成就相关的行为的煽动、方向和持续性（Brophy，1983; Corno & Snow，1986; Schunk，1989; Weiner，1985; Winne，1985）。在各种理论传统中进行的研究特别强调学生对他们控制生活重要方面的能力的信念（Bandura，1982; Corno & Mandinach，1983; Covington & Omelich，1979; Rotter，1966; Weiner，1979）。
Current theoretical accounts of learning view students as active seekers and processors of information (Bandura, 1986; Pintrich, Cross, Kozma, & McKeachie, 1986). Learners’ cognitions can influence the instigation, direction, and persistence of achievement-related behaviors (Brophy, 1983; Corno & Snow, 1986; Schunk, 1989; Weiner, 1985; Winne, 1985). Research conducted within various theoretical traditions places particular emphasis on students’ beliefs concerning their capabilities to exercise control over important aspects of their lives (Bandura, 1982; Corno & Man-dinach, 1983; Covington & Omelich, 1979; Rotter, 1966; Weiner, 1979).