Social Cognitive Theory

Behavioural theory doesn't factor us as being so Bandura extended on these behavioural view points creating the Social Cognitive Theory.

Social - learning from modelling and social context

Cognitive - thoughts, beliefs, expectations and judgements

Reciprocal Casuality:

Personal:

• beliefs, expectations, knowledge and attitudes

Physical and social environment:

• resources, physical settings and other people

Behaviour:

• individual actions, choices and verbal statements

All are reciprocal as they influence each other 

Learning from others: Bandura (1986)

Four elements of observational learning:

1. Attention

• Pay attention to model - gaining audiences attention
• Individuals are more likely to pay attention if model is attractive, successful and interesting

2. Retention

• Model behaviour they want students to imitate
• Students take in this behaviour

3. Production

• Students match their behaviour to the modelled behaviour

4. Motivation & Reinforcement

• Students will imitate the model believing that by doing so will increase their own chances to be reinforced (reinforcement strengthens ones future behaviour)
• Direct reinforcement - praise / rewards
• Vicarious reinforcement - watching other people
• Self reinforcement - internal praise

What does observational learning help with?

• teaching new behaviours and attitudes
• directing attention
• encouraging existing behaviours

Modelling helps with:

• directing attention
• encouraging existing positive behaviours
• changing inhibitions (giving examples to help support students)
• teaching new behaviours
• arousing emotions

Bandura

Efficacy - beliefs about personal competance and ability to produce a desired result

Agency - ability to make intentional choices, design and execute actions (more agency you feel the better the effect)

Self Efficacy:

• situational characteristic - may feel comfortable in a certain environment but there is one small area you feel weak in

• context specific
• strong predictor of behaviour

Four sources of Self-Efficacy:

1. Mastery Experiences

• Direct success increases efficacy and failure lowers it: if you are comfortable or successful with something in the past you will feel more confident with suceeding in the future
• Most important source
• Strongest source in adults

Use moderately difficult tasks to challenge and engage pupils

2. Vicarious Experiences

• Accomplishments are modelled by someone else: observing others successfully makes you feel more confident in suceeding, knowing someone else can

Use peer models to observe and learn from others that are suceeding - more confidence

3. Social Persuasion

• A 'pep talk' or specific feedback will help improve self efficacy
• Give meaningful feedback and encourage individuals

By encouraging group work means individuals can share different ideas

4. Physiological and Emotional Arousal

• Emotions
• Some thrive on anxiety some don't
• Less important

Positive moods boost self efficacy and teachers can reassure and encourage students to try

Greater Efficacy leads to:

• greater effort
• higher goals
• findings new strategies

Those who are more confident can find new strategies when learning

Low Efficacy leads to:

• task avoidance
• giving up easily

Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one's learning. 

Factors influencing self-regulation:

• knowledge - understanding self, subject and task
• motivation - seeing the purpose within the task
• volition - follow through and persistance

Those who are self-regulated in learning will have knowledge, motivation and vilition by their own choice.

Those who want to be self-regulated will ask questions.

Requires effort!

Four main parts:

1. Analyse the task

2. Settings goals

3. Engage in learning

4. Reflect on work

How can teachers promote self efficacy and self regulated learning?

Assign complex tasks

• achieveable yet challenging
• engage students
• provide feedback

Share control with students

• choice increases motivation
• choice allows students to adjust level of challenge

Assign tasks that are self-evaluative

• focus on personal progress
• emphasise process as well as product

Encourage collaboration

• encourages co-regulation