The Determinants and Role of Personal Agency in the Self-Regulation Empowerment Program (SREP): Influence of Social Cognitive Theory
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s19002Palavras-chave:
Social cognitive theory. Self-regulated learning. Agency. Self-efficacy. Educational intervention.Resumo
Albert Bandura is one of the most prolific and influential psychologists and researchers in history. In addition to championing the importance of people’s perceptions of personal capability (i.e., self-efficacy), Bandura developed a complex, generative perspective of personality (i.e., Social Cognitive Theory [SCT]) that emphasizes the potential of humans to act with purpose, intentionality, and agency on the world in which they operate. In this paper, I review core principles and mechanisms embedded within SCT that stimulate and cultivate this notion of personal agency, such as self-efficacy, cyclical regulation, triadic reciprocality, and observational learning. I then discuss how these agency-enhancing principles were used to develop the procedures and activities of an applied academic intervention program designed to optimize middle school and high school student motivation, self-regulated learning, and academic achievement. By mapping Bandura’s core principles to the activities of a school-based intervention, I hope to shine the light on how educators and school-based practitioners can similarly apply SCT principles in their professional roles.
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