Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

• Published in: Teachers College record (1970) 2017-01, Vol.119 (13), p.1-26
• Main Author: White, Marie C.
• Format: Article
• Language: English
• Subjects: Academic achievement; Cognition & reasoning; Epistemology; Guidelines; Learning; Learning Motivation; Learning Processes; Metacognition; Reinforcement; Self control; Self Efficacy; Social Cognition; Social Theories; Students; Teachers; Teaching Methods
• ISSN: 0161-4681; 1467-9620
• DOI: 10.1177/016146811711901304

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 students’ 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 refecting on the events and outcomes.