ABSTRACT
This chapter offers the social cognitive view of self-regulatory influence in human functioning in general, and in academic functioning in particular, moored in the theorizing of Albert Bandura and Barry Zimmerman. It begins with an overview of social cognitive theory and examines the role of self-regulation within it. The chapter next describes the subfunctions of self-regulation, the cyclical nature of self-regulation and performance, and the development of self-regulation. It then reviews research evidence describing unique and combined effects of the cognitive, behavioral, motivational, emotional, social, and environmental components of self-regulation in learning and performance. Furthermore, the chapter also offers several implications from current research about how educational practitioners and parents can support students' self-regulation. By attending to students' feelings and emotions, including adverse physiological arousal, parents and teachers can help students view their emotions adaptively and to surmount negative feelings.
