Self-Regulated Strategy Development: Relationship to the Social-Cognitive Perspective and the Development of Self-Regulation

Abstract

Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development (SRSD), has been and continues to be influenced by social cognitive theory, including Schunk and Zimmerman's (1997) social cognitive theory based model of the development of self-regulation. We also provide a description of how SRSD is used in the classroom as well as other resources for implementation.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 46 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.