Social-self interaction and achievement behavior

This article describes a dynamic model of achievement in which social influences are internalized and used self-regulatively by learners. The conceptual focus is social cognitive theory with emphasis on triadic reciprocality and phases of self-regulatory development. Social (instructional) factors, self(personal) influences, and achievement outcomes (behaviors) reciprocally interact during learning; the direction and strength of reciprocal influence will vary due to level of skill acquisition and phase of self-regulatory development. Research is summarized on social modeling, self-verbalization, and goals with progress feedback; each involves social transmittal of skills and strategies and a means for learner internalization. The social cognitive perspective is contrasted with other theoretical views that highlight the role of the social environment in learning. This article concludes with suggestions for future research.