Personal Agency Beliefs in Self-regulation: The Exercise of Personal Responsibility, Choice and Control in Learning
Self-regulatory processes have predominantly been linked to the study of academic achievement in terms of learning behavior, cognitive engagement, and specific academic performance measures. If poorly regulated, academic behavior can have repercussions on social adaptation. Motivational processes constitute the other key element in ensuring successful regulation, as studies indicate that self-regulation can effectively influence achievement outcomes if learners have positive beliefs about their personal ability to negotiate difficulties and work towards the desired learning outcomes. This book takes a critical look at the role of self-regulatory processes and personal agency beliefs in academic and social self-regulatory functioning, providing the reader with theoretical understanding of the issues and lending empirical support to the relevance of these processes in the East Asian educational context. In this way, the study explores the extent to which self-regulation and personal agency beliefs can offer an alternative explanation for the academic performance of students.
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ability ability groups academic achievement academic and social Academic Efficacy academic failure academic performance academic self-regulation academic self-regulatory adaptive adolescents Affiliation-based Motivation Asian aspects Bandura Barbaranelli Boekaerts Bong Caprara classroom collectivistic conceptualised Confucian constructs context cultural dimensions Educational Psychology effective efficacy beliefs efforts emotional emphasised engagement enhance evaluation facilitate fear of academic focus goal setting Hong Kong important individual individual's influence interactions interpersonal interpersonal relationships intervention involving Jason Tan knowledge learners Markus McCombs metacognitive strategies Nanyang Technological University one's outcomes Pajares Pastorelli peers perceived perceptions personal agency beliefs perspective positive prosocial regulation relationships responsibility role Schunk secondary school self-beliefs self-efficacy self-monitoring self-perceptions self-regulated learning self-regulatory functioning self-regulatory processes self-regulatory strategies significant Similarly Singapore Dr situations skills social behaviours social cognitive social competence Social Efficacy social goals Social Self-Regulation social self-regulatory socio-cognitive specific success suggests task variables Wentzel Zimmerman