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Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

by Marie C. White - 2017

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as key processes for learning. A review of empirical studies and theoretical models supports the effectiveness of modeling on studentsí self-regulated learning. These studies provide evidence of the critical role of models during instruction as an important contextual factor that can promote self-efficacy, motivation, self-regulation, and achievement. To understand how characteristics of the model, the observer, and reinforcement interact to affect learning and behavior, it is necessary to investigate how social cognitive theory has uniquely contributed to our current understanding of modeling. Critical to effective modeling is the belief that learning and teaching are interactive processes in which both teachers and learners engage in planning, implementing, assessing, and reflecting on the events and outcomes.

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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. 1-26
https://www.tcrecord.org ID Number: 21924, Date Accessed: 8/2/2021 1:03:42 AM

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About the Author
  • Marie White
    Nyack College NYC
    E-mail Author
    MARIE C. WHITE is a professor in the Urban Education Center at the Nyack College NYC campus. Dr. White obtained her doctorate from The City University of New York, Graduate Center in educational psychology. She maintains an active research agenda in self-regulation of learning, specifically focusing on teacher candidates in the area of academic help seeking and, more recently, standards-based education. Dr. White has recently published a book, Self-regulation and the Common Core: Applications to ELA Standards, with practical applications of self-regulation of learning to standards-based instruction.
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