Exploring Social Cognitive Theory with Calvin and Hobbes.

Exploring Social Cognitive Theory with Calvin and Hobbes

Calvin is….inquisitive

Calvin is….inquisitive…not just for school

Calvin is….not always reflective and a tad bit

disorganized/impulsive

Students need to be organized, intrinsically interested, and reflective to do well in school. Many students, however, just don’t seem to know how to take charge of their own learning. They have trouble completing larger projects-many wait to the last minute. They can’t organize work, decide what is important, and/or keep up with their work. Book bags can disasters (“black holes”).

1.What organizational skills do students need to be successful in your class?

2.What could you do to teach these skills, while also covering content?

Social Cognitive Theory: Relating to Behaviorism

Social Cognitive Theory: Key conceptsTriadic Reciprocal Causation Model

Self-efficacy

Self-regulation

Self-efficacy: Introduction

Self-efficacy: Judgment about one’s capability to organize and complete a course of action required to accomplish a specific task (Bandura, 1986, 1997)

In your experience, what factors affect students’ self-efficacy?

Self-efficacy: Sources

Self-efficacy: Effects•Acceptance of challenging task•Persistence•Beliefs of competence•Strategy use (discard when not working)•Performance (in the face of equal ability)

Self-efficacy: Developmental Issues

• Students’ perceptions of academic competence generally declines as they advance through school

• Increased competition, less teacher attention, more norm-referenced grading, ability grouping

• Transitional Influences

• Movement from homeroom based to advisory role

• Role of peers

• Peer networks & model similarity

• Changes in self-appraisal skills

The Components ofa Self-Regulatory System, Self-regulated learning: The extent to which a student is an

active participant in his or her own learning Forethought Phase

Task analysis Self-motivational beliefs

Performance Phase Self-control Self-observation

Self-Reflection Phase Self-judgment Self-reaction

Fore-thought Stage

Performance Stage

Reflection Stage

Using SRL Theory in Research (I)

SRLN = 27

Planningn = 3 `

Strategy Use

n = 13

Monitoringn = 11

Recycle GoalsPlan

Set sub-goalTake notesRead notesSummarize

Make an inferenceActivate prior

knowledgeMemorizeRe-read...

Content Evaluation(+)

Content Evaluation(-)

Feeling of Knowing(+)Feeling of Knowing(-)

Time MonitoringJudgment of

LearningMonitoring Progress...

Using SRL Theory in Research (II)

Coded Think-Aloud Transcription: Example

StrategyStrategyStrategy

Monitoring

Strategy

Strategy

Strategy Total Mean

Summarizing 301 12.04

Taking Notes 266 10.64

Re-reading 116 4.64

Inference 25 1.00

Reading Notes 18 0.72

Drawing 11 0.44

Mnemonics 9 0.36

The Components ofa Self-Regulatory System, cont.

To what extent do students self-regulate their learning?

Monitoring Total Mean

Understanding 98 3.92

Content 54 2.16

Use of Strategies 16 0.64

Progress 4 0.16

Planning Total Mean

Act. prior knowledge 29 1.16

Goals 3 0.12

Planning 2 0.08

Strategy Use:

Summarization: 12.04

Take Notes: 10.64

To what extent do students self-regulate their learning?

The Components ofa Self-Regulatory System, cont.

What do we already know about______? How does ______ tie in with what we learned before? Explain why/how you know that…. Why do you think ______ important? What is the difference/similarity between ________

and ______? What don’t you know about ______ ? What questions do you have about _____ ? What is your plan? Does your answer make sense? Why/why not?

The Components ofa Self-Regulatory System, cont.

How can we support students’ development of SRL?