Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

This content is only available as a PDF.

Author notes

Richard J. Erlich, PhD, is Counselor/Transfer Center Director at Sacramento City College located in Sacramento, California.

Darlene F. Russ-Eft, PhD, is professor and Chair of Adult Education and Higher Education Leadership in the College of Education at Oregon State University located in Corvallis, Oregon.

We give special thanks to Michael Poindexter, Vice President of Student Services at Sacramento City College.

This article is based upon RichardErlich's doctoral dissertation.