title: A social cognitive view of self-regulated learning about health.
abstract: Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and environmental. This triadic model assumes that people self-regulate their health through the use of self-care strategies, setting reasonable health goals, and monitoring feedback concerning the effectiveness of strategies in meeting their goals. People's perceptions of self-efficacy are also assumed to play a major role in motivating them to self-regulate their health functioning. According to social cognitive theory, processes entailed in regulating one's health can be taught through social modeling, supports, and feedback; gradually these external supports are withdrawn as one is able to self-regulate. This paper will analyze self-regulation processes related to controlling or preventing lung disease, specifically management of asthma and eliminating smoking. The educational implications of the triadic model of self-regulation for promoting health and related behavioral functioning will be discussed.
authors.affiliation: University of Michigan School of Public Health, Ann Arbor, MI, USA.
authors.forename: Noreen M
authors.initials: NM
authors.lastname: Clark
authors.affiliation: The Graduate School of the City, University of New York, New York, NY, USA.
authors.forename: Barry J
authors.initials: BJ
authors.lastname: Zimmerman
mesh_terms: D003071:Cognition; D006266:Health Education / Q000266:history*; D049673:History, 20th Century; D006801:Humans; D007858:Learning; D008171:Lung Diseases / Q000266:history / Q000517:prevention & control / Q000628:therapy; D008962:Models, Theoretical; D009042:Motivation; D012648:Self Care / Q000266:history*; D020377:Self Efficacy