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Social Cognitive Views of Learning: (Self-Regulation: process of setting…
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
People can learn by observing others (models)
Learning is an internal process that may or may not lead to a behavior change
Cognitive processes influence motivation as well as learning
People and their environments mutually influence each other (behaviors and choices)
Behavior becomes increasingly self-regulated
Indirect effects on learning and behavior:
Consequences influence behavior only if learners are aware of the response-consequence contingency (telling a student why they got a good grade)
Learners form expectations about the likely consequences of future actions and then bah in ways they think will maximize desired results
incentive: hoped for consequence of a behavior
outcome expectations: prediction regarding the consequence a behavior will yield
Learner's expectations are influenced by what happens to other people as well as themselves
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
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
live: an actual person performing
symbolic: a person or character in a book or other medium
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