CH 10- Social Cognitive Views of Learning

Basic assumptions of the Social Cognitive Theory

Learning through observation

Learning as an internal process

• may or may not be reflected in behavior

Cognitive processes influence motivation and learning

Mutual influence of environmental, behavioral, and personal variables

Increasing self-regulation with age

Identify the major views of the social cognitive theory

Known consequences influence behavior

Expectations influence behavior → want desired results

Expectations can be influenced by what happens to those around us

Expectations determine how learners process new information

Lack of expected consequences can have an effect on learning

Modeling

Demonstration of a behavior

• demonstrates how to do a task and how to think about a task

3 Important areas of modeling:

• academic skills

• aggression → Bandura study

• interpersonal skills → skills that can be acquired from observing and imitating others

Necessary conditions for modeling include:

• attention

• retention

• reproduction

• motivation

Self-Efficacy

Belief that one is capable of executing certain behaviors and reaching certain goals

Factors that impact self-efficacy:

• level of confidence

• previous successes or failures → can be individual or as part of a group

• emotional state

• messages from others

Identify general ways to enhance Self-Efficacy

Teach basic knowledge

Assure students they can succeed

point out successes

help students track progress and set goals

provide tasks that students can succeed with effort and perserverance

provide challenging tasks that can be completed in a group

Identify ways educators can support self-efficacy

Collaborate with others

Seek suggestions and advice from colleagues/ administrators

keep students engaged

reflect on practices

Define Self-regulation

Help students to self-assess and/ or reflect on:

• class work

• attitudes and emotions

• behaviors