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(1989) Self-regulated learning and academic achievement, Dordrecht, Springer.
Current theoretical accounts of learning view students as active seekers and processors of information (Bandura, 1986; Pintrich, Cross, Kozma, & McKeachie, 1986). Learners' cognitions can influence the instigation, direction, and persistence of achievement-related behaviors (Brophy, 1983; Corno & Snow, 1986; Schunk, 1989; Weiner, 1985; Winne, 1985). Research conducted within various theoretical traditions places particular emphasis on students' beliefs concerning their capabilities to exercise control over important aspects of their lives (Bandura, 1982; Corno & Man-dinach, 1983; Covington & Omelich, 1979; Rotter, 1966; Weiner, 1979).
Publication details
DOI: 10.1007/978-1-4612-3618-4_4
Full citation:
Schunk, D. H. (1989)., Social cognitive theory and self-regulated learning, in B. J. Zimmerman & D. H. Schunk (eds.), Self-regulated learning and academic achievement, Dordrecht, Springer, pp. 83-110.
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