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Dale H. Schunk
University of North Carolina at Greensboro
143Publications
72H-index
26.6kCitations
Publications 143
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#1Dale H. Schunk (UNCG: University of North Carolina at Greensboro)H-Index: 72
#2Wayne Joumell (UNCG: University of North Carolina at Greensboro)H-Index: 13
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Research on self-regulated learning in the social studies curriculum is under-represented relative to other secondary disciplines such as reading and science. Yet examination of three social studies lessons reveals multiple instances of teachers implementing the phases, levels, and processes of self-regulated learning. Social studies lessons and narratives on world history, civics, and U.S. history are presented. The ensuing commentary discusses how these social studies teachers incorporate the ...
#1Barry J. Zimmerman (CUNY: City University of New York)H-Index: 72
#2Dale H. Schunk (UNCG: University of North Carolina at Greensboro)H-Index: 72
Last.Maria K. DiBenedettoH-Index: 7
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#1Dale H. Schunk (UNCG: University of North Carolina at Greensboro)H-Index: 72
#2Maria K. DiBenedetto (CUNY: City University of New York)H-Index: 7
Self-efficacy, or perceived capabilities for learning or performing actions at designated levels, is grounded in Bandura's social cognitive theory that postulates reciprocal interactions among personal, behavioral, and social and environmental factors. Self-efficacy has been shown to influence various achievement outcomes, including motivation, learning, and self-regulation. Calibration, or how well self-efficacy corresponds to performance, can affect students' motivation and achievement. Self-e...
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