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    Michelle Kate Torres
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    Self-regulated learning is theorized to impact academic achievement through a triadic interaction between self-observation, self-judgment, and self-reactions according to the social cognitive view. Self-observation of one's actions is seen as the most important process in acquiring self-regulated learning through monitoring, evaluating, and responding to one's own performance.

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    Self-regulated learning is theorized to impact academic achievement through a triadic interaction between self-observation, self-judgment, and self-reactions according to the social cognitive view. Self-observation of one's actions is seen as the most important process in acquiring self-regulated learning through monitoring, evaluating, and responding to one's own performance.

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    9 views1 page

    PR 222

    Uploaded by

    Michelle Kate Torres
    Self-regulated learning is theorized to impact academic achievement through a triadic interaction between self-observation, self-judgment, and self-reactions according to the social cognitive view. Self-observation of one's actions is seen as the most important process in acquiring self-regulated learning through monitoring, evaluating, and responding to one's own performance.

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    © All Rights Reserved
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    The relationship between self-regulated learning and academic achievement has been theorised under

    the social cognitive view that self-regulated learning is acquired through a triadic interaction between
    three important characteristics: a) self-observation (monitoring one's actions) seen as the most
    important of these processes; b) self-judgment (evaluation of one's performance), and c) self-reactions
    (one’s response to performance outcomes; Zimmerman, 1989).

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