adolescent self-reg-notes - goal achievement....

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
Parenting and adolescent self-regulation Nola Purdie, Annemaree Carroll, Lawrence Roche " Findings from our research suggest that young people who are academically self-regulated are also likely to be self-regulated in other aspects of their life. For instance, adolescents who reported that they set goals and were planful in relation to their academic studies tended also to report that they set goals and were planful in relation to their friendships, health and fitness, family and community involvement, environ- mental issues and personal well-being. Moreover, high goal setters had stronger self-efficacy beliefs about achieving their goals, reported that they used specific strategies in the pursuit of them, and said they sought ways to maintain their motivation, and monitor their progress towards
Background image of page 1
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: goal achievement. "Our findings support Banduras (1999) suggestion that intellectual development and social functioning are closely connected and cannot be separated from the contexts in which they occur and from their outcomes. That is, when adolescents have a high sense of efficacy to be self- regulated in their learning, they are likely to be more prosocial and popular than adolescents who believe they lack these forms of academic efficacy. In contrast, adolescents with low academic efficacy have been found to be more physically and verbally aggressive and more inclined to disengage from moral sanctions against harmful conduct." look up self-efficacy for fuller definition (e.g. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.; other)...
View Full Document

Ask a homework question - tutors are online