Self-regulated learning, social cognitive theory, and agency
Abstract
The conception and theory of agency as self-regulation that is contained within Bandura's social cognitive theory is examined and elaborated in the context of the relevant philosophical history of ideas and through consideration of recent work in theoretical developmental psychology. Implications for self-regulated learning in classrooms are considered. In particular, it is suggested that the understanding of agency contained within social cognitive theory as elaborated herein might be developed as an alternative to conceptions of self-regulation and agency within constructivist and socioculturalist theorizing in educational psychology. However, the classroom application of such an alternative would require a much less dualistic and teacher-directed form of teaching than suggested in much past and current social cognitive work on self-regulation.
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Individuals can learn to self-manage their problem behavior by engaging in self-evaluation or self-monitoring of critical areas and receiving tailored feedback.
“Specifically, individuals can learn to self-manage their problem behavior by engaging in a self-evaluative or self-monitoring process of the critical areas associated with problem behavior and then receiving tailored feedback to address the issues (Martin, 2004).”
From Substance use recovery outcomes among a cohort of youth participating in a mobile-based texting aftercare pilot program (2014) · cites this paper as Martin, 2004
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References 48 · Cited by 345
- Authors
- Martin, J.
- Corresponding author
- Martin, Jack
- ORCID
- Martin, Jack
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2004-06
- Volume
- 39
- Issue
- 2
- Pages
- 135-145
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2047557197
- Cited by
- 345
- References
- 48
- Citations by year
- 2026: 21 · 2025: 18 · 2024: 25 · 2023: 34 · 2022: 18 · 2021: 18 · 2020: 23 · 2019: 19 · 2018: 18 · 2017: 15 · 2016: 19 · 2015: 11 · 2014: 21 · 2013: 12 · 2012: 15
- FWCI
- 5.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Funders
- Social Sciences and Humanities Research Council of Canada
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-regulation, agency, social cognitive theory, Bandura, self-regulation, constructivism, sociocultural theory, teacher-centered instruction, dualism, philosophy of mind, classroom teaching
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