Chapter 3Social Cognitive Theory

ByMary Garcia

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)

Theories of Imitation Imitation as an Instinct

Imitation is Limited by Development

Theories of Imitation cont’d

Imitation is conditioned

Imitation is Instrumental Behavior

Functions of Modeling

Response Facilitation

Inhibition/Disinhibition

Observational Learning

Functions of Modeling cont’d

Observational

Learningprocess

Attention

ProductionMotivation

Retention

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

References

› Chapter 3 › Learning Theories

An education Perspective