Self-regulated strategy development: Relationship to the social-cognitive perspective and the development of self-regulation

Jennifer R. Zito, Mary Adkins, Marva Gavins, Karen R. Harris, Steve Graham

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)77-95
Number of pages19
JournalReading and Writing Quarterly
Volume23
Issue number1
DOIs
StatePublished - Jan 1 2007
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

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