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Operant Theory and Research on Self-Regulation

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Self-Regulated Learning and Academic Achievement

Part of the book series: Springer Series in Cognitive Development ((2116))

Abstract

Any account of self-regulation or self-control according to a particular theoretical perspective must begin with a discussion of what its proponents mean when they speak of self-regulation. Most theories of self-control advance a view of human behavior that is to one degree or another self-determined. It is a view much like the relationship between a pilot and his airplane, where the pilot is the “self” who performs some operation from “within” to direct or control the plane’s course or behavior. Beginning with this assumption obligates these theorists to describe, speculate, or otherwise account for the operations performed by the self, be they cognitions or exercises of free will, of which self-regulated behavior is believed to be a function.

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Authors
  1. F. Charles Mace
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  2. Phillip J. Belfiore
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  3. Michael C. Shea
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Editors and Affiliations

  1. Doctoral Program in Educaitonal Psychology, Graduate School and University Center of the City University of New York, New York, NY, 10036, USA

    Barry J. Zimmerman

  2. School of Education, University of North Carolina, 037A Peabody Hall, Chapel Hill, NC, 27514, USA

    Dale H. Schunk

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Mace, F.C., Belfiore, P.J., Shea, M.C. (1989). Operant Theory and Research on Self-Regulation. In: Zimmerman, B.J., Schunk, D.H. (eds) Self-Regulated Learning and Academic Achievement. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3618-4_2

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  • DOI: https://doi.org/10.1007/978-1-4612-3618-4_2

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