Chapter 9 - Self-Efficacy and Self-Regulated Learning: The Dynamic Duo in School Performance

Abstract

This chapter explains self-efficacy and self-regulated learning. The chapter believes that self-efficacy plays a mediating role in learning, even in the primary classroom. Self-efficacy is distinct from other conceptions of self because it involves judgments about capabilities specific to a particular task. Self-concept is a more global construct that contains many perceptions about the self, including self-efficacy. Self-concept is developed as a result of external and internal comparisons, using other people or other aspects of the self as frames of reference. But self-efficacy focuses on ability to successfully accomplish a particular task with no need for comparisons. Self-efficacy beliefs and self-regulated learning strategies are interdependent; both require the presence of specific cognitive capacities, including the ability to set goals, self-monitor, reflect, and make judgments. Both also support personal agency or control. Examining the self-regulated learning skills of primary-aged children is essential for understanding the maintenance of self-efficacy. Both self-regulated learning and self-efficacy judgments require a similar series of cognitive and meta cognitive processes, including self-observation, self-judgment, and self-reaction. More research with children of this age group may lead to a fuller and deeper understanding of the exact nature of these beliefs to provide all children with a positive and exciting start in their quest for life-long learning.