Theorist roots
To have sophisticated metacognition and to effectively utilize study strategies, one must be a self-regulated learner. Self-regulated learners are those that set high academic goals, learn effectively, and achieve high
levels of academic success. These principals have roots in cognitivist theory and sociocultural theory.
Cognitivist/Social Cognitivist Theory:
Self-regulated learners must be good goal-setters and know what they want to accomplish before they begin studying. Furthermore, they must plan effective approaches and use good time-management to accomplish their goals. Finally, to accomplish all of this, they must use self-motivation.
Self-Motivation: Self-regulated learners have high self-efficacy for their ability to accomplish a task. According to social cognitive theorists, efficacy is the belief someone has about how successfully or unsuccessfully they can execute certain tasks. For example, people with low self-efficacy might have the skills and knowledge necessary to get a high grade in a class, but their outlook can prevent them from doing so. Conversely, people with high self-efficacy will be more likely to engage in learning behaviors because they believe they can learn to execute that behavior successfully. Self-efficacy can be a major determinant of the choices of activities people engage in, their goals, the amount of effort and persistence they put into a task, and their learning and achievement (Ormrod, 2012). According to Pender, Murdaugh, and Parsons (2011), self-efficacy is the foundation of human motivation and action, and is one of the most important predictors of behavior.
Piaget's versus Vygotsky's theory of Cognitive Development:
Based on the self-reliant nature of self-regulated learning, you might think that Jean Piaget’s theory of
cognitive development might have influenced these principles because of his emphasis on independent learning. In contrast, Lev Vygotsky, whose theory of cognitive development laid the groundwork for sociocultural theory, holds that people learn best when guided by more experienced and skilled people, like
parents or teachers, and it is his theory that influences self-regulated learning. People probably learn how to
learn when facilitated by teachers or parents. For example, parents and teachers might set goals for children in a learning activity, keep the children’s attention focused, suggest learning strategies, and monitor learning
progress in a process called co-regulated learning. Over time, children take more responsibility for these tasks on their own to transition into independent learning (Ormrod, 2012).
To learn more information about Piaget and Vygotsky, click the link below:
levels of academic success. These principals have roots in cognitivist theory and sociocultural theory.
Cognitivist/Social Cognitivist Theory:
Self-regulated learners must be good goal-setters and know what they want to accomplish before they begin studying. Furthermore, they must plan effective approaches and use good time-management to accomplish their goals. Finally, to accomplish all of this, they must use self-motivation.
Self-Motivation: Self-regulated learners have high self-efficacy for their ability to accomplish a task. According to social cognitive theorists, efficacy is the belief someone has about how successfully or unsuccessfully they can execute certain tasks. For example, people with low self-efficacy might have the skills and knowledge necessary to get a high grade in a class, but their outlook can prevent them from doing so. Conversely, people with high self-efficacy will be more likely to engage in learning behaviors because they believe they can learn to execute that behavior successfully. Self-efficacy can be a major determinant of the choices of activities people engage in, their goals, the amount of effort and persistence they put into a task, and their learning and achievement (Ormrod, 2012). According to Pender, Murdaugh, and Parsons (2011), self-efficacy is the foundation of human motivation and action, and is one of the most important predictors of behavior.
Piaget's versus Vygotsky's theory of Cognitive Development:
Based on the self-reliant nature of self-regulated learning, you might think that Jean Piaget’s theory of
cognitive development might have influenced these principles because of his emphasis on independent learning. In contrast, Lev Vygotsky, whose theory of cognitive development laid the groundwork for sociocultural theory, holds that people learn best when guided by more experienced and skilled people, like
parents or teachers, and it is his theory that influences self-regulated learning. People probably learn how to
learn when facilitated by teachers or parents. For example, parents and teachers might set goals for children in a learning activity, keep the children’s attention focused, suggest learning strategies, and monitor learning
progress in a process called co-regulated learning. Over time, children take more responsibility for these tasks on their own to transition into independent learning (Ormrod, 2012).
To learn more information about Piaget and Vygotsky, click the link below: