Unit 11: Self-Efficacy and Self-Regulated Learning

unit presents Bandura’s overall development of social cognitive theory and the influence of his research in observational learning

Social learning theory

Earliest Bandura theorization, emphasizes learning through observation of others

Social cognitive theory

Social Cognitive Theory, retains an emphasis on the role of other people serving as models and teachers (the social part of social cognitive theory), but includes thinking, believing, expecting, anticipating, self-regulating, and making comparisons and judgments (the cognitive part) 

• Two key elements of social cognitive theory are observational learning and self-efficacy 

Observational learning

type of learning that occurs by watching and imitating others  

Modeling

Learning by observing others

Vicarious reinforcement

Increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior.

Factors that affect observational learning

1. Developmental Status of the observer  

2. Status of the model (prestige and competence)  

3. Vicarious Consequences  

4. Outcome Expectations 

5. Goal setting 

6. Self-Efficacy  

Four elements of observational learning are essential

1. pay attention

2. Retaining info or impressions

3. Producing behaviors

4. Being motivated to repeat the behaviors

Three forms of reinforcement that encourages observational learning

1. reproduce behaviors of model and receive direct reinforcement,

2. various reinforcement (view model/others being reinforced for behavior),

3. Self-reinforcement  

5 possible outcomes of observational learning 

1. Directing attention

2. Encouraging existing behaviors

3. Changing inhibitions

4. Teaching new behaviors and attitudes

5. Arousing emotions 

Bandura criticism of behaviorist learning theory

Bandura found behavioral principles to be correct and useful, but also limited to explain complex human thinking and learning  

• That much of what we learn (culture) is through the power of social modeling  

• Humans are self-directed agents: can change our environments, control our own behavior, support the actions of others, and take charge of our lives. 

How might learning from models be more or less difficult, depending on the type of knowledge or skill being learned?

type of learning is easier if the behavior is fully visible and so works best for physical actions, unless the human model is careful to verbalize any internal thought processes 

How should teachers model their thinking processes in the classroom

Teachers/models should model the behaviors and attitudes you want your students to learn  

• Should show enthusiasm for material 

• Be willing to demo both mental, and physical tasks you expect the students to learn  

• When reading, model good problem solving (out loud) 

• Model persistence and effort

how is ones self-efficacy used to predict outcomes of future events

Predictions about possible outcomes of behavior affected by self-efficacy

• self-efficacy influences effort and persist, by shaping a students belief in their ability to succeed

How does self-efficacy differ from self-concept

Self-concept is a global construct that contains many perceptions about the self, including self-efficacy, it is developed as a result of comparisons, and is weak predicative power 

• Self-efficacy is future-oriented, strong predictive power, no comparisons, and is context specific,

How does self-efficacy differ from self-esteem

Self-esteem is concerned with judgements of self-worth, determined by (1) value on performance in a domain, (2) concern over what others think about our competence  

• self-efficacy is concerned with judgments of personal competence 

What are the 4 sources of self-efficacy expectations? 

mastery experiences, physiological and emotional arousal, vicarious experiences, and social persuasion 

Mastery experiences

direct experiences, most powerful source of efficacy info  

• Successes raise efficacy beliefs, while failures lower efficacy 

Arousal

psychical and psychological reactions, affects self-efficacy depending on how arousal is interpreted  

• Face task either anxious and worried (lowers efficacy) or excited (raises efficacy) 

Vicarious experiences

when someone else models' accomplishments, greater impact on self-efficacy when observer identifies with model 

• When model performs well, student’s efficacy is enhanced, but when model performs poorly, efficacy expectations decrease  

Social persuasion

feedback on students performance, alone cant create enduring increase in self-efficacy, but can lead student to try.  

• Depends on credibility, trust, and expertise of the persuader; and the persuader highlighting past successes, goals, or imporant of effort more likely to promote success in boosting self-efficacy and initiating successful performance  

• Social persuasion can counter setbacks thar might have installed self-doubt and interrupted persistence (lower self-efficacy)  

How can teachers encourage self-efficacy  

(1) Emphasize students' progress in a particular area, (2) Set learning goals for your students, and model a mastery orientation for them, (3) Make specific suggestions for improvement, and revise grades when improvements are made, (4) Stress connections between past efforts and past accomplishments  

What is meant by teachers’ sense of efficacy  

Teachers sense of efficacy defined as a teacher's belief that they can reach even difficult students to help them learn  

• Few personal characteristics of teachers that predict student achievement  

• teacher efficacy and student achievement probably are reciprocal—they affect each other. 

• When teachers have a higher sense of efficacy, their students learn more, and when students learn more, teacher efficacy grows 

Self-efficacy

A person’s sense of being able to deal effectively with a particular task  

self-regulated learning

A view of learning as skills and will applied to analyzing learning tasks, setting goals and planning how to do the task, applying skills, and especially making adjustments about how learning is carried out. 

• Process of activating and sustaining thoughts, behaviors, and emotions in order to reach learning goals

Self-regulating learners engage in four types of activities

1. analyzing the task,

2. setting goals and designing plans,

3. engaging in learning (enact learning strategies)

4. Monitoring progress

5. adjusting their approach to learning. 

Each phase flows into the next, and the cycle continues as students encounter new learning challenges 

How self-regulated learning is related to metacognition

Metacognition is core component of self-regulated learning (SRL), providing the foundation of monitoring and controlling ones cognition, foundation for SRL’s process of transforming mental abilities into academic skills and strategies  

Discuss the role of learning strategies in self-regulated learning

Learning strategies are the tools students use to engage in self-regulated learning of which is a cycle of planning, monitoring, and reflection on their learning processes (and strategies) to achieve goals  

Three factors that influence self-regulation

(1) knowledge, (2) motivation, (3) self-discipline or volition  

What are the four suggested characteristics of such learning environments?

1. complex tasks: students develop academically effective forms of self-regulated learning and a sense of efficacy for learning when teachers involve them in complex, meaningful tasks that extend over long periods of time 

2. Student control: need to have control over the difficulty of the task—how much to read or write, at what pace, and with what level of support 

3. Student self-eval: help students develop self-regulated learning by involving them in setting criteria for evaluating their learning processes and products, and then giving them opportunities to reflect on and make judgments about their progress using those standards. 

4. Collaboration: helps to work in collaboration with peers and seek feedback from them (shared regulation), teachers must co-regulate 

4 main learning theories as pillars for teaching

1. Students must first understand and make sense of the material (constructivist); 

2.  then, they must remember what they have understood (cognitive—information processing);  

3. then, they must practice and apply (behavioral) their new skills and understanding to make them more fluid and automatic—a permanent part of their repertoire.  

4. Finally, they must take charge of their own learning (social cognitive).

Behavioral view of learning 

• Knowledge: fixed body of knowledge to acquire, stimulated from outside  

• Learning: Acquisition of facts, skills, concepts, occurs through guided practice 

• Teaching: transmission presentation   

• Role of teacher: Manager/ supervisor, correct wrong answers  

• Role of Peers: Not usually considered  

• Role of student: Passive recipient of info, active listener/ direction-follower  

Cognitive view of learning

• Knowledge: fixed body of knowledge to acquire, stimulated from outside, prior knowledge influences how information is processed  

• Learning: Acquisition of facts, skills, concepts, and strategies, through the effective application of strategies 

• Teaching: transmission, guide students toward more accurate and complete knowledge  

• Role of teacher: teach and model effective strategies, correct misconceptions  

• Role of Peers: can influence info processing  

• Role of student: Active processor of info, strategy user, organizer and reorganizer of info, rememberer 

Individual constructivist learning theory 

• Knowledge: Changing body of knowledge, individually constructed in social world, Built on what learner brings 

• Learning: Active construction, restructuring prior knowledge, Occurs through multiple opportunities and diverse processes to connect to what is already known 

• Teaching: Challenge, guide thinking toward more complete understanding 

• Role of teacher: Facilitator, guide; Listen for student’s current conceptions, ideas, thinking 

• Role of peers: Not necessary but can stimulate thinking, raise questions 

• Role of students: Active construction (within mind), Active thinker, explainer, interpreter, questioner 

Social/situated constructivist learning theory

• Knowledge: Socially constructed knowledge, Built on what participants contribute, construct together 

• Learning: Collaborative construction of socially defined knowledge and values, Occurs through socially constructed opportunities 

• Teaching: Co-construct knowledge with students 

• Role of teachers : Facilitator, guide, Co-participant; Co-construct different interpretation of knowledge; listen to socially constructed conceptions 

• Role of peers: Ordinary and necessary part of process of knowledge construction 

• Role of student: Active co-construction with others and self, Active thinker, explainer, interpreter, questioner, Active social participator 

Social cognitive learning theory

• Knowledge: Changing body of knowledge, constructed in interaction with others and the environment 

• Learning: Active construction of knowledge based on observation, interacting in the physical and social world, and developing agency—becoming more self-regulating 

• Teaching: Presenting models, demonstrating, supporting self-efficacy and self-regulation 

• Role of teachers: Model, facilitator, motivator, Model of self-regulated learning 

• Role of peers: Serve as models, Ordinary and necessary part of process of knowledge construction 

• Role of student: Active co-construction with others and self, Active thinker, explainer, interpreter, questioner, Active social participator