Summaries Chapter in two Parts

Part 1 

In the first part of chapter nine, the author expounds on how personal characteristics, behavioral patterns and environmental factors interact to influence each learner’s individual behavior. According to the triadic reciprocal model, a person’s behavior is influenced by an interaction of personal characteristics such as mental and emotional factors with their behavioral and environmental factors ( Snowman & McCown, 2011) . The author continues to expound on self-control, self-regulation and self-efficacy as integral factors that determine success in the learning outcomes. According to the author, self-control refers to one’s individual discipline to control a person’s actions without any external influence or punishment. According to Snowman and McCown (2011), self-regulation entails consistent application of self-control to diverse situation and new environment. Self-regulation is the product of three components in the Triadic reciprocal model by Bandura. Self-regulating individuals possess ability to set their unique performance standards, evaluate quality and effectiveness of the standards as well as reinforce the standards to meet set goals and objectives. 

The author explains that self-regulation plays an important role in student’s development since as students go higher in the ladder of education, they acquire more responsibility; further, much is expected from them without any form of supervision. Likewise, they get tested on content that is more complex which implies that they should be more objective and focused to perform ( Snowman & McCown, 2011) . Additionally, there is a rapid change in the world in all aspects, for instance technology and culture. Notably, it demands students to adapt the change in a diversified and focused manner to outperform their expectations. Self-efficacy is the unique belief in one’s capability and preparation to handle particular tasks. Self-efficacy is a key determinant not only of self-regulation but also of social cognitive since it determines whether an individual is optimistic or pessimistic. Additionally, Snowman and McCown (2011 explained that it determines whether a student can take up responsibility to achieve set goals, whether they are motivated in what they do to achieve success or whether the student can persevere in moments of struggle and hardships. Students with a higher level of self-efficacy are more likely than their counterparts with low level of self-efficacy to organize their tasks and take responsibility, persevere to the end to achieve the set goals and objectives. 

The selection, cognitive, motivation and affective process are types of behaviors affected by self-efficacy. After achieving self-efficacy, an individual acquires a self-regulatory culture, which is defined by several components. Snowman and McCown (2011 noted that the first component of self-regulatory system includes the forethought process and behaviors that come before beginning a task. The next include the performance processes activated throughout the performance of a task while self-reflection processes occur after the task has been done to evaluate whether set objectives have been accomplished. The author concludes the first aspect by an inclusion of learning tactics, which can enable students, achieve acquiring both self-efficacy and self-regulation. 

Part 2 

In the second part of chapter 9, the author expounds on significance of modelling self-efficacy and self-regulation towards achieving social cognitive. Modelling of self-regulation entails quality training in goal setting, planning, use of effective tactics and strategies, monitoring one’s actions and success, self-evaluation and self-reinforcement ( Snowman & McCown, 2011) . In this training, students are taught on the significance of understanding the most suitable environment for their study. Another way to ensure that students acquire the self-regulated skills is by integration of memory and comprehensive tactics. Students can acquire memory through techniques such as mnemonic devices outlines, graphs, previews, maps, flow charts and tables, which enable learners interpret as well as make inferences of what they learn. According to Snowman and McCown (2011), age is a significant consideration when determining techniques to promote self- regulation. The author gives insights to teachers on the most effective strategies to adopt in Regulatory Training by describing that teachers must make the necessary adjustments to fit the particular circumstances. 

Technology is a significant factor that can be integrated to promote self-regulation amongst students. Computer based instructional programs are integral in providing students with concrete examples of self-regulatory skills and giving detailed examples of how the skills can be used to achieve set objectives and goals. Computer based skills can promote and strengthen the skills of self-monitoring students by reminding them at critical points to remember and think about nature of the problem at hand, similar problems that have been solved in the past as well as the most appropriate problem solving effective tactics that can be used ( Snowman & McCown, 2011) . Technological tools can play most roles that the teachers perform which implies that they would make it easier for teachers to concentrate on special cases independently to maximize on outcomes of the class as a whole. Students are bound to benefit from open-ended tools such as simulations, databases, internet and other social networking platforms to achieve set goals and become self- regulated with teacher’s guidance. 

Reference  

Snowman, J., & McCown, R. (2011).  Psychology applied to teaching . Nelson Education.