Chapter 6 Behavioural and Social Cognitive Perspectives on Effective Learning Recommended reading Bandura, A. (1986) Social Foundations of Thought and Action. Englewood-Cliffs, NJ: Prentice Hall. Bandura, A. (1991) Self-regulation of motivation through anticipatory and selfregulatory mechanisms. In R. A. Dienstbier (ed.) Perspectives on Motivation: Nebraska Symposium on Motivation. Lincoln, NE: University of Nebraska Press. Vol. 38, pp. 69–164. Bandura, A. (1993) Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–48. Cameron, J. & Pierce, W. D. (1996) The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66, 39–51. Idol, L., Jones, B. F. & Mayer, R. E. (1991) Classroom instruction: The teaching of thinking. In L. Idol & B. F. Jones (eds) Educational Values and Cognitive Instruction: Implications for Reform. Hillsdale, NJ: Lawrence Erlbaum. Merrett, F. & Wheldall, K. (1990) Positive Teaching in the Primary School. London: Paul Chapman. Perkins, D.N. (1992) What constructivism demands of the learner. In T.M. Duffy & D. H. Jonassen (eds) Constructivism and the Technology of Instruction. Hillsdale, NJ: Lawrence Erlbaum, pp. 161–5. Pressley, M. (1995) More about the development of self-regulation. Complex, longterm, and thoroughly social. Educational Psychologist, 30, 207–12. Rosenshine B. & Meister C. (1995) Direct instruction. In L.W. Anderson (ed.) International Encyclopedia of Teaching and Teacher Education, 2nd edn. Tarrytown, NY: Pergamon: 143-9. Rosenshine, B. V. (1986) Synthesis of research on explicit teaching. Educational Leadership, 43, 60–9. Ryan, R. M. & Deci, E. L. (1996) When paradigms clash: Comment on Cameron and Pierce’s claim that rewards do not undermine intrinsic motivation. Review of Educational Research, 66, 33-38 Shulman, L. S. (1982) Educational psychology returns to school. In A. G. Kraut (ed.) The G. Stanley Hall Lecture Series (Vol. 2). Washington, DC: American Psychological Society. Schunk, D. H. (1987) Peer models and children’s behavioral change. Review of Research in Education, 57, 149-74. Sladeczek, I.E. & Kratochwill, T. R. (1995) Reinforcement. In L.W. Anderson (ed.) International Encyclopedia of Teaching and Teacher Education, 2nd end. Tarrytown, NY: Pergamon, pp. 224–7. Sulzer-Azaroff, B. (1995) Behavioristic theories of teaching. In L.W. Anderson (ed.) International Encylopedia of Teaching and Teacher Education, 2nd edn. Tarrytown, NY: Pergamon, pp. 96–101. Weinert, F. E. & Helmke, A. (1995) Interclassroom differences in instructional quality and interindividual differences in cognitive development. Educational Psychologist, 30, 15-20. Wheldall, K. (ed.) (1987) The Behaviourist in the Classroom. London: Allen & Unwin. Winne, P.H. (1995) Inherent details in self-regulated learning. Educational Psychologist, 30, 173–87. Zimmerman, B. J. (1994) Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (eds.) SelfRegulation of Learning and Performance: Issues and Educational Applications. Hillsdale, NJ: Lawrence Erlbaum, pp. 3–21. Zimmerman, B. J. (1995) Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221. Zimmerman, B. J. (1998) Academic studying and self-regulation. Educational Psychologist, 33, 73-86.