Abstract
ABSTRACT This article presents a socio-cognitive approach to psychoeducational group work in which elements of self-regulatory and self processes are incorporated to facilitate student learning and problem-solving. The role of personal agency beliefs and the use of metacognitive, cognitive, and affective strategies in fostering students with a sense of personal responsibility and control to resolve issues are emphasized. These training elements have been shown to be successful in enhancing academic attainment in academic motivation research within Western contexts. The framework that was adapted for use in a group setting and with a different cultural group (13 year-old low-achieving Asian high school students) is described.
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