Chapter 3 Social Cognitive Theory By Mary Garcia
Dec 17, 2015
Albert Bandura Social Cognitive
Theory Learning occurs with social
environment Learn by observing others.
This includes learning appropriate behavior and consequences
We act in belief about our capabilities and expected outcomes of these actions
Behavior is regulated and motivated by internal standards
Behavior is also self-evaluated reactions to their own actions
Conceptual Framework for Learning
Person Behavior
Environment
The directions are not always the same. At various instances one direction may influence where the others are weak and vise-versa.
Conceptual Framework for Learning Cont’d Reciprocal interactions
Effective and Vicarious Learning
Learning and Performance
Modeling Process
A general term that refers to behavioral, cognitive and affective change deriving from observing one or more models(Rosentahl & Bandura, 1978; Schunk, 1987, 1998; Zimmerman, 1977)
Cognitive Skill Learning
Cognitive Modeling
Self-Instruction Cognitive Modeling: adult tells child what to do while the adult
performs the task
Overt guidance: child performs under the direction of the adult
Overt self-guidance: child performs while instructing himself or herself aloud
Faded overt self guidance: child whispers instructions while performing task
Covert self-instruction: child performs while guided by inner silent speech
Cognitive Skill Learning Cont’d Rule learning
Motor Skill Learning
› Closed Loop Theory
› Schema Theory
Influences on Learning Performance Developmental Status of
Learning
Model Prestige and Competence
Vicarious Consequences of Models› Information› Motivation
A purpose for doing something
An achievement that someone wants to attain
Purposive behaviorism Commitment Positive self-
evaluation raises self-efficacy and motivation
Acquired through modeling
Effort + persistence= performance
Gives “tunnel vision”
Goals Specificity
› Include standards› Boost performance by better describing the amount of work
required› Raise self-efficacy
Proximity› Length into the future› Short term goals for children
Difficulty› Amount of effort needed› Ability consciousness
Goals
Conferences› Focus on goal setting principles
Expectations› Personal beliefs › S1-R-S2
› Cognitive Maps= path to attaining the goal› Acting in a successful way› The expectations can transfer to other
areas
Self-Efficacy
The belief of one’s ability to do something
Students may lack the competence Perception of self’s specific capabilities Knowledge comes from others
performance Achievement situations
› If I think I can do it, I will be more likely to pursue the challenge