Social Cognitive Views of Learning:

Social Cognitive Theory: perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior

Basic Assumptions

  1. People can learn by observing others (models)
  1. Learning is an internal process that may or may not lead to a behavior change
  1. Cognitive processes influence motivation as well as learning
  1. People and their environments mutually influence each other (behaviors and choices)
  1. Behavior becomes increasingly self-regulated

Indirect effects on learning and behavior:

  1. Consequences influence behavior only if learners are aware of the response-consequence contingency (telling a student why they got a good grade)
  1. Learners form expectations about the likely consequences of future actions and then bah in ways they think will maximize desired results
  1. Learner's expectations are influenced by what happens to other people as well as themselves

incentive: hoped for consequence of a behavior

outcome expectations: prediction regarding the consequence a behavior will yield

vicarious reinforcement: a response increases in frequency when another person is observed being reinforced for that response

vicarious punishment: a response decreases in frequency when another person is observed being punished for that response

  1. The nonoccurrence of an expected consequence can have a reinforcing or punishing effect in and of itself (not getting the expected reward can decrease motivation)

Modeling: demonstrating a behavior for another person or observing and imitating another person's behavior

Types

  1. live: an actual person performing
  1. symbolic: a person or character in a book or other medium
  1. verbal instructions: descriptions of how to successfully execute certain behaviors

Essential Conditions: attention, retention, motor reproduction, motivation

Self Efficacy: belief that one is capable of executing certain behaviors or achieving certain goals

Affects: choice of activities, goals, effort and persistence, learning, and achievement

Resilient self-efficacy: belief that one can perform a task successfully even after experiencing setbacks

Collective Self-efficacy: people's beliefs about their ability to be successful when they work together on a task

Coping Model: model who initially struggles with a task but successfully overcomes obstacles

Self-Regulation: process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment

Self-regulated behavior: self-chosen and self-directed behavior that leads to the fulfillment of personally constructed standards and goals

Emotion Regulation: process of keeping in check or intentionally altering feelings that might lead to counterproductive behavior

Self-instructions: instructions the one gives oneself while performing a complex behavior

self-monitoring : process of observing and recording one's own behavior

self-evaluation: process of judging one's own performance or behavior

Self-imposed contingencies: self-reinforcement or self-punishment that follows a behavior

Self-regulated learning: regulation of one's own cognitive processes and studying behaviors in order to learn successfully

Co-regulated learning : process through which an adult and child share responsibility for directing various aspects of the child's learning

Self-Regulated problem solving: use of self-directed strategies to address complex problems

Peer mediation: approach to conflict resolution in which a student asks peers in conflict to express their differing viewpoints and then work together to devise a reasonable resolution