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Cited by 937Innovative Teaching and Learning MethodsEducation, Achievement, and GiftednessEarly Childhood Education and Development

Social origins of self-regulatory competence

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Schunk, Dale H., Zimmerman, Barry J.·1997·Educational Psychologist
DOI 10.1207/s15326985ep3204_1
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Abstract

This article reviews the social origins of students' development of self-regulatory skill with special emphasis on observational learning through modeling. A social cognitive perspective on self-regulation is presented. In this view, students' academic competence develops initially from social sources of academic skill and subsequently shifts to self sources in a series of 4 levels: observational, imitative, self-controlled, and self-regulated. The effects of models on observers depend in part on perceptions of self-efficacy, or beliefs about one's capabilities to learn or perform designated behaviors. Research on social influences is reviewed, and includes factors such as cognitive modeling, coping and mastery models, self-modeling, learning goals, and progress feedback. Related theoretical perspectives are discussed along with suggestions for future research.

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  • The transition from observation to performance must take place timely; both delayed and premature start with actual performance might hamper learning.

    “It is essential that the transition from only observation to performance takes place timely.We concur with Schunk and Zimmerman (1997) that both a delayed and premature start with actual performance might hamper learning.”

    From Interactivity in Video-based Models (2007) · cites this paper as Schunk and Zimmerman 1997

  • Skills can be optimally acquired in four sequential stages: observation, emulation/imitation, self-control, and self-regulation.

    “The model contends that skills can be optimally acquired in four sequential stages.”

    From Interactivity in Video-based Models (2007) · cites this paper as Schunk and Zimmerman 1997

  • The social cognitive model of sequential skill acquisition describes that learners initially observe a model, then practice, and gradually learn to self-regulate their performance.

    “The social cognitive model of sequential skill acquisition (Schunk and Zimmerman 1997;Zimmerman and Kitsantas 2002) describes how learners initially start with observing a model, but then start practicing and gradually learn how to self-regulate their own performance.”

    From Interactivity in Video-based Models (2007) · cites this paper as Schunk and Zimmerman 1997

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Research works printed but not linked: 13

  1. Borkowski, J. G., & Cavanaugh, J. C. (1979). Maintenance and generalization of skills and strategies by the retarded. In N. R. Ellis (Ed.), Handbook of mental deficiency, psychological theory and research (2 nd ed., pp. 569-617).
  2. Brown, J. S., & Van Lehn, K. (1982). Towards a generative theory of "bugs." In T. Romberg, T. Carpenter, & J. Moses (Eds.), Addition and subtraction: Developmental perspectives (pp. 117-135).
  3. Dowrick, P. W. (1983). Self-modelling. In P. W. Dowrick & S. J. Biggs (Eds.), Using video: Psychological and social applications (pp. 105-124). Chichester, England: Wiley.
  4. Gallimore, R., & Tharp, R. (1990). Teaching mind in society. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175-205). New York: Cambridge University Press.
  5. Hartup, W. W. (1978). Children and their friends. In H. McGurk (Ed.), Issues in childhood social development (pp. 130-170). London: Methuen.
  6. Johnson, D., & Johnson, R. (1985). Motivational processes in cooperative, competitive, and individualistic learning situations. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 2, pp. 249-286). New York: Academic.
  7. Meece, J. L. (1991). The classroom context and students' motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 261-285). Greenwich, CT: JAI.
  8. Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self- regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 2: The classroom milieu (pp. 13-51). Orlando, FL:: Academic.
  9. Schunk, D. H. (1996b). Learning theories: An educational perspective (2nd ed.). Englewood Cliffs, NJ: Merrill.
  10. Zimmerman, B. J. (1977). Modeling. In H. Hom and P. Robinson (Eds.), Psychological processes in early education (pp. 37-70). New York: Academic.
  11. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  12. Zimmerman, B. J. (in press). Acquisition of self-regulatory skill: From theory and research to academic practice. In R. Berhardt, C. N. Hedley, G. Cattaro, & V. Svolopoulous (Eds.), Curriculum leadership: Redefining schools in the 21st century. Cresskill, NJ: Hampton.
  13. Zimmerman, B. J., & Bonner, S. (in press). A social cognitive view of strategic learning. In C E. Weinstein & B. L McCombs (Eds.), Skill, will and self-regulation. Mahwah, NJ: Lawrence Erlbaurn Associates, Inc.

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Authors
Schunk, D. H., & Zimmerman, B. J.
Affiliations
Purdue University West Lafayette (US)
ORCID
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
1997-09
Volume
32
Issue
4
Pages
195-208
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1207/s15326985ep3204_1
OpenAlex
W1985862319
Cited by
937
References
98
Citations by year
2026: 33 · 2025: 28 · 2024: 38 · 2023: 48 · 2022: 46 · 2021: 49 · 2020: 35 · 2019: 63 · 2018: 37 · 2017: 45 · 2016: 52 · 2015: 54 · 2014: 46 · 2013: 57 · 2012: 38
FWCI
13.57
Type
journal article
Language
en
Open access
Locations
  • Educational Psychologist (publishedVersion)
  • NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
Funders
Society for Research in Child Development
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
self-regulation, observational learning, modeling, social cognitive theory, self-efficacy, cognitive modeling, coping models, self-modeling, learning objectives, progress feedback, students

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