TY - JOUR
T1 - Self-regulated strategy development
T2 - Relationship to the social-cognitive perspective and the development of self-regulation
AU - Zito, Jennifer R.
AU - Adkins, Mary
AU - Gavins, Marva
AU - Harris, Karen R.
AU - Graham, Steve
PY - 2007/1/1
Y1 - 2007/1/1
N2 - Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development (SRSD), has been and continues to be influenced by social cognitive theory, including Schunk and Zimmerman's (1997) social cognitive theory based model of the development of self-regulation. We also provide a description of how SRSD is used in the classroom as well as other resources for implementation.
AB - Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development (SRSD), has been and continues to be influenced by social cognitive theory, including Schunk and Zimmerman's (1997) social cognitive theory based model of the development of self-regulation. We also provide a description of how SRSD is used in the classroom as well as other resources for implementation.
UR - http://www.scopus.com/inward/record.url?scp=34248369278&partnerID=8YFLogxK
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U2 - 10.1080/10573560600837693
DO - 10.1080/10573560600837693
M3 - Article
AN - SCOPUS:34248369278
SN - 1057-3569
VL - 23
SP - 77
EP - 95
JO - Reading and Writing Quarterly
JF - Reading and Writing Quarterly
IS - 1
ER -