According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Studies the influences of modeling and social feedback on the acquisition of writing revision with 72 college students. Social feedback during enactive performance assisted learners from all modeling groups in acquiring writing and self-regulatory skills. (Contains 25 references and 3 tables.) (GCP)

The effects of a social model on first- and second-grade children's persistence in problem solving were studied using a wire-puzzle task. Both duration of effort and success of the model significantly affected children's persistence,compared with that of a control group. (Author/RD)

The influence of an adult model's degree of persistence and statements of confidence were studied with 100 first and second grade Black and Hispanic children from a lower-class, urban school. The model duration of performance and statements of confidence increased the children's degree of persistence. (Author/GK)

The effects of videotape exposure to a punished model on children's toy play were studied. Three levels of prohibition were used. Children who saw the videotape maintained their inhibitions over time and generalized them to an unfamiliar adult, while kindergartners who only received strong prohibitions did not. (Author/RD)

Studies the influences of modeling and social feedback in acquisition of dart-throwing skill with 60 high school girls. Discusses results in terms of a social-cognitive view of athletic skill acquisition in which vicarious abstraction of a skill prepares students to learn self-regulatively during practice efforts. (Contains 20 references, 4…

Preschool children interacted with an adult model who was either low or highly rewarding to the child. Later the model displayed either a high or low degree of positive affect as he played with a nonpreferred toy. The model's affect influenced both the children's ratings of and imitative play with the toy. (Author/RD)

Six-and eight-year olds were exposed to a modeling sequence for cluster rule learning under high, medium, and low degrees of structure. Age differences in vicarious learning emerged only in the medium structure condition, while immediately imitating a model failed to influence learning for either age group. (Author/CP)

Self-regulation consists of the metacognitive processes, behavioral skills, and associated motivational beliefs that underlie youths growing self-confidence and personal resourcefulness in acquiring the skills needed for adulthood. This chapter discusses the role of school organization in the attainment of self-regulation in terms of four levels…