Applying Social Cognitive Theory in the Development of Self Regulated Competencies Throughout K 12 Grades
Self regulated learning is an important feature of child development and socialization processes that has been found to be positively associated with self appraisal skills, growth of self efficacy beliefs, and proactive behavioral and environmental control. Despite strong theoretical and empirical evidence linking self regulatory competencies to learning experiences and self efficacy beliefs, there is a need for the application of self regulated learning to students' psychosocial development in grades K 12. To address the gap in the literature, this chapter reviews research on Bandura's social cognitive theory with particular emphasis on the role of social modeling and self efficacy, where human agency is a function of a triadic reciprocal model. We also discuss four widely established models of self regulated learning and in particular, the applications of Zimmerman's three phases of self regulated learning and Zimmerman's four levels of development of self regulatory competency to students in grades K 12. We conclude the chapter by highlighting educational implications and by making recommendations for future research.