From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path

By B. Zimmerman. 2013

873 citations recorded by the source corpus.

My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes. My investigation of these processes has prompted the development of several social cognitive models: a triadic model that synthesized covert, behavioral, and environmental sources of personal feedback, a multilevel model of training that begins with observational learning and proceeds sequentially to self-regulation, and a cyclical phase model that depicts the interaction of metacognitive and motivational processes during efforts to learn. Empirical support for each of these models is discussed, including its implications for formal and informal forms of instruction. This self-regulation research has revealed that students who set superior goals proactively, monitor their learning intentionally, use strategies effectively, and respond to personal feedback adaptively not only attain mastery more quickly, but also are more motivated to sustain their efforts to learn. Recommendations for future research are made.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2324ff8be5ca4e4841e8ce2223c5a973145525c0

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In Developmental and Educational Psychology

Citations in the corpus

Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, positive): “Research has generated ample evidence demonstrating that SRL can contribute to students’ learning, motivation, and achievement (Zimmerman, 2013).”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “For several decades, theories of self-regulated learning (SRL) have interested researchers as a way to explain the key characteristics of successful learning (Zimmerman, 2013).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): ““I theorized that there were four levels in a social cognitive path to self-regulation -with the first two levels being social and the last two being self in focus” (Zimmerman, 2013, p. 140).”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “Accordingly, those who think of themselves as capable tend to persevere longer, put forth more effort to reach their goals, and monitor their progress in ways that ensure their own success (Bandura, 1997; Zimmerman, 2013).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, methodology): “4.3 Zimmerman’s SRL Model and SA Zimmerman’s cyclical model of self-regulation is one of the most cited models in the SRL literature (Panadero and Alonso-Tapia 2014; Zimmerman 2013).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “This means that for students to become self-regulated learners, they need to develop suitable cognitive, metacognitive, motivational, and social strategies that help them to actively construct goals, problem solutions, and meaning (English and Kitsantas 2013; Fabriz et al. 2014; Zimmerman 2013).”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Learners, drawing upon different dimensions of SRL strategies, can discern how to control their internal states, beliefs, social behaviors, and external environments in the learning process (Zimmerman 2013).”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “SRL is a dynamic and cyclical process in which learners need to deploy a range of strategies to help them actively control their mental states, beliefs, observable behaviors, and learning environments (Zimmerman, 2013).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “…theories of informal learning have not taken into account these variations, largely focusing on autonomous, self-directed, or self-regulated learning (e.g., Zimmerman, 2013), or sociocultural or situated views of apprenticeship and legitimate peripheral participation (Lave & Wenger, 1991).”