Academic literature on the topic 'Triadic Reciprocal Determinism'

Based on the triadic reciprocal determinism and the achievement goal theory, this study reconstructed two theories in the existing experimental curriculum—— “Practice knowledge experimental class” for broadcasting and hosting art majors in a college in Chongqing, China. The quasi-experimental method and purposive sampling were used in this study, and 14 undergraduates in the “Practice knowledge experimental class” were selected as subjects. During the first phase (from the first to the fourth week) of the course, a questionnaire was distributed to each student, and the time series analysis method was used to analyze the data with SPSS. During the second phase of the course, MAXQDA software was used to analyze the subject coding according to quantified outcomes. Quantitative and qualitative data were analyzed to explore the effect of the curriculum plan of the “Practice knowledge experimental class.” The results showed that the curriculum can help students to improve their self-efficacy, interest, and value of learning, and had an impact on students’ engagement and learning anxiety. At the same time, the study found that students’ performance was related to the other factors emerging in the process of program implementation. The curriculum scheme of the “Practice knowledge experimental class” had succeeded where students’ learning motivation and learning behaviors were aimed to stimulate through achievement goals.

This chapter explores the transformative role of academic coaching in developing metacognitive skills and promoting self-regulated learning and learning autonomy. The facets of self-awareness, self-observation, and self-reflection are explored using Bandura’s Social Cognitive Theory (SCT), Triadic Reciprocal Determinism (TRC), and Vygotsky’s Zone of Proximal Development (ZPD). The chapter highlights how academic coaching is strategically implemented with learners by co-creating a space to explore and understand their learning processes. Academic coaching is recommended during student interactions in mentoring, advising, and tutoring sessions. The primary aim is to demonstrate how academic coaching cultivates a deepened self-awareness and a growth mindset, essential for effective self-regulation. The chapter unveils how coaching can help students identify and assess their cognitive and emotional patterns, particularly during challenging situations. When students become aware of their thinking process, they can shift from passive recipients of knowledge to active, self-regulated learners and empowered decision-makers with the autonomy to take action.

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.