Social Cognitive
Theory I
Basic Assumptions
Modeling
Historical
Development
n
Albert
Bandura, 1977, 1986
n
Limitations
of behaviorism and Freud et al.
n
Originally
called observational learning theory (Bandura & Walters, 1963)
n
Renamed
SOCIAL LEARNING THEORY because
n
especially
applicable to learning social behaviors
n
observations
were usually of other people
n
Renamed
SOCIAL COGNITIVE THEORY because
n
Cognitive
processes mediate social learning
Social Cognitive
Theory
n Principles
of reinforcement and punishment from behaviorism +
n People
learn by watching others +
n Cognitive
processes mediate social learning
Social Cognitive
Theory
n Behaviorism
n E > B
n B = f (P, E)
n Triadic Reciprocality
Social Cognitive Theory:
Basic Assumptions
n Assumption 1: People can learn by
watching others
n Example:
Spend 2 minutes talking with your neighbor
about things that can be learned by watching others.
Social Cognitive
Theory
n Assumption 2: Learning is an internal process that may or may not change
behavior
n Example:
We often learn
things in media like tv and movies that do not affect our behaviors in any
way. We know but we don’t do.
Social Cognitive
Theory
n Assumption 3: Behavior is directed toward particular goals
n Example:
Why are you taking this course? What goals will it help you attain?
Social Cognitive
Theory
n Assumption 4: Behavior eventually becomes self-regulated
n Definition: Self-regulated behavior is initiated, monitored, and evaluated by
the individual to accomplish his/her own goals
n Comparison with Behaviorism
n Behaviorists believe things happen to
people and that they are controlled by external stimuli and standards.
n Social Cognitive Theorists believe people
set their own goals and standards and can learn to control their learning and
behavior.
Social Cognitive
Theory
n Assumption 5: Reinforcement and punishment have indirect effects as well as
direct ones
n Example: Expectations formed on the basis
of prior experience with reinforcement may influence behavior more than current
reinforcers
n Explanation: People’s beliefs influence the effects of reinforcers
Looking Ahead . . .
n Social
Cognitive Theory II
n Chapter
10 pages 450-469
n Focus
(write on syllabus for 3a)
n Self-efficacy
n Self-regulation
n Diversity
from a Social Cognitive Perspective
Social Cognitive
Theory
Modeling
How Modeling
Affects Behavior
Four Conditions for
Observational Learning
n Attention
n Retention
n Motor
Reproduction
n Motivation
n Mnemonic: ARMM
(Bandura, 1977; 1986)
Application
Activity
n With a partner
n Choose a grade level and
n Develop an example of how you might use
modeling to facilitate learning at that grade level.
n Show how you will ensure that the four
conditions for observational learning will be met
n Left side = math
n Middle = language arts
n Right side = science
Research
Evidence:
Modeling Learning
(Schunk, 1999)
n Cognitive
modeling (Schunk, 1981)
n Coping
vs. mastery models (Schunk &
Hanson, 1985; Schunk, Hanson, & Cox, 1987)
n Self-modeling
(Schunk & Hanson, 1989)
Cognitive Modeling
Coping vs. Mastery
Models
Self-Modeling
Social Cognitive
Theory II
Self-Efficacy
Self-Regulation
Review of Basic
Assumptions
n Learning
occurs by observing
n Learning
is internal
n Behavior
is goal-directed
n Behavior
can be self-regulated
n Reinforcement
has indirect as well as direct effects
Major Concepts
n Observational
Learning
n Learning
by observing models
n Self-Efficacy
n Belief
that you are capable of learning and/or performing specific tasks
n Self-Regulation
n Monitoring
and evaluating progress toward self-selected goals
Self-Efficacy
n Research conducted by social cognitive
theorists (Bandura, Schunk, Zimmerman) has demonstrated that self-efficacy
affects . . .
n Choice of activities (e.g. high school course selection)
n Effort and persistence (especially when obstacles are
encountered)
n Learning and achievement (task success)
n Self-efficacy is a mediating, “Person”
variable in the triadic reciprocity model
Factors in the
Development of Self-Efficacy
n Educational
Psychologists
n Previous
learning experiences
n Messages
from others
n Observations
of others
n Sports
Psychologists
n Self-talk
n Visualization
n Mastering
challenges
Self-Regulation
Learning to set and achieve meaningful goals
Components of
Self-Regulated Behavior
Encouraging
Self-Regulated Learning in the Classroom
What kind of goals
are most effective?
DESIGN: High school girls received process or
product dart-throwing instructions.
Process goals =
focused on strategy execution
Outcome goals =
focused on getting points
RESULTS: Examined effects of goal type on
achievement, self-efficacy, and interest.
Novices did better with process goals.
Experienced players did better with
outcome goals.
(Zimmerman &
Kitsantas, 1996, 1997)
Educational
Application: Independent Study
n
Selecting a topic and a medium for
sharing
n
Developing an independent study contract
n
Researching the topic
n
Developing a product
n
Sharing learning with others
n
Self-evaluating the process or product
Self-Regulation for
Diverse Learners
n Strategies
n Model and teach self-regulation
strategies
n Praise small successes
n Elicit self-determined goals
n Help them set realistic goals
n Students with ADHD
n Problems with sustained attention
n Impulsive
n High need for mobility
n Difficulties managing time
Self-Regulation for
Diverse Learners
n Strategies
n Provide challenging classes
n Encourage independent study
n Accelerate progress in talent areas
n Provide opportunities to learn to cope
constructively with failure
n Academically Talented High School
Students
n May not be sufficiently challenged
n High self-regulation skills
Self-Regulation for
Diverse Learners
n Strategies
n Help students identify and develop areas
of strength
n Adapt and scaffold instruction in areas
of weakness
n Help students learn to monitor and
evaluate their progress relative to themselves, not others
n Teach study skills
n Students with Specific Academic Learning
Disabilities
n Low self-efficacy for tasks in area of
disability
n Need more time and/or differentiated
instruction to learn in area of disability
Looking Ahead :
Cognitive Psychology
n Information
Processing Theory
n Knowledge
Construction
n Thinking
n Cognitive
Development
n Domain
Specific Learning
Looking Ahead : Next
Time
n Introduction
to Cognitive Psychology
n Chapter
6
n Topics
n Basic
Assumptions of Cognitive Psychology
n Information
Processing Model of Human Memory