To properly function within their environments, individuals must commit to learning. Various approaches to learning are available. The social cognitive theory is among the approaches that shed light on how the learning process occurs. The basic premise of this theory is that individuals are not the subjects of their environments (Slaugenhoup, 2016). Instead, they are active agents who play an important role in defining their encounters. This theory holds that individuals hold the power to contribute to the circumstances that they face and to adapt to changes in their environment (Slaugenhoup, 2016). Self-efficacy and self-regulation are key elements of the social cognitive theory.
Roles of self-efficacy and self-regulation in learning
Self-efficacy refers to the belief that individuals hold that they possess the capacity to achieve the goals that they have set. This belief plays a vital role in promoting learning. Studies have established that self-efficacy helps learners to attain goals (Liem, Lau & Nie, 2008). For instance, a student may desire to improve their grade. Self-efficacy enables this student to understand that he possesses the insight and intelligence needed to achieve this goal. Furthermore, self-efficacy enables learners to adapt to the changing dynamics of the classroom (Liem, Lau & Nie, 2008). In addition to providing learners with the drive they need to pursue their goals, self-efficacy has also been shown to enhance student engagement and motivation (Linnenbrink & Pintrich, 2003). Self-regulation is equally important in learning. Essentially, self regulation is concerned with the management of one’s thoughts, actions, emotions and behaviors. Self-regulation is important as it provides motivation to students. It empowers them to stay focused on the learning objectives (Zumbrunn, Tadlock & Roberts, 2011). It also facilitates attention control and enables students to plan effectively.
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Relationship between self-efficacy and self-regulation
Self-regulation and self-efficacy are closely linked. A study that examined the experiences of English as Foreign Language (EFL) teachers revealed that there is a significant association between the two elements (Ghonsooly & Ghanizadeh, 2011). Self-efficacy appears to be responsible for self-regulation. Teachers and learners begin by forming the belief that they can achieve their goals. After this, they then identify strategies for self-regulation that enable them to attain their objectives. This finding is important as it indicates that belief is far more important than actions. The belief and self-confidence sets the stage for practical strategies.
Strategies for promoting positive self-efficacy and self-regulation
For strategies for promoting self-efficacy and self-regulation among learners to be effective, they must be age-appropriate. The strategies for students in grade 2 must be different from those for students in other levels. For those in grade 2, various strategies have proven effective in enhancing self-efficacy and self-regulation. Collaborating in assignments is among these strategies (Tavakolizadeh & Ebrahimi-Qavam, 2011). As they work with fellow pupils in carrying out assignments, grade 2 students are able to develop self-confidence and feel motivated. Defining goals is another strategy that has shown to promote self-efficacy and self-regulation among grade 2 students (Tavakolizadeh & Ebrahimi-Qavam, 2011). Encouraging learners to seek help is another strategy that delivers results.
In conclusion, for years, teachers have taken the center stage in the classroom. The student has been relegated to a position of passive listening and little active participation. Self-regulation and self-efficacy promise to change this situation. They place learning back in the hands of learners. They encourage learners to develop confidence in their abilities and to understand that they can achieve their goals. Self-regulation provides learners with the discipline that they need to stay focused. Since they play vital roles in enhancing learning, they should be integrated into how students are taught.
References
Ghonsooly, B. & Ghanizadeh, A. (2011). Self-Efficacy and Self-Regulation and their
Relationship: A Study of Iranian EFL Teachers. The Language Learning Journal,
41 (1), 68-84.
Liem, A. D., Lau, S. & Nie, Y. (2008). The Role of Self-Efficacy, Task Value, and Achievement
Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and
Achievement Outcome. Contemporary Educational Psychology, 33 (4), 486-512.
Linnenbrink, E. A. & Pintrich, P. R. (2003). The Role of Self-Efficacy Beliefs in Student
Engagement and Learning in the Classroom. Reading & Writing Quarterly, 19 (2),
119-137.
Slaugenhoup, L. E. (2016). 7. Self-Efficacy and Social Cognitive Theories. Retrieved 1 st July
2017 from https://wikispaces.psu.edu/display/PSYCH484/7.+Self-Efficacy+and+Social+Cognitive+Theories
Tavakolizadeh, J. & Ebrahimi-Qavam, S. (2011). Effect of Teaching on Self-Regulated Learning
Strategies on Self-Efficiency in Students. Procedia- Social and Behavioral Sciences, 29,
1096-1104.
Zumbrunn, S., Tadlock, J. & Roberts, E. D. (2011). Encouraging Self-Regulated Learning in
The Classroom: A Review of the Literature. Retrieved 1 st July 2017 from
http://www.self-regulation.ca/uploads/5/6/2/6/56264915/encouraging_self_regulated_learning_in_the_classroom.pdf
