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
- 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
- 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