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Ch. 11 Learning and Motivation (Teaching toward Self-Efficacy and Self…
Ch. 11 Learning and Motivation
Social Cognitive Theory
social learning vs social cognitive theories
social learning theory expanded behavioral views of reinforcement and punishment
observing someone being reinforced or punished can have similar effects on observer behaviour
Behavioural views reinforcement and punishment directly affect behaviour
social cognitive theory
expands social learning theory to include cognitive factors like beliefs, expectations and perceptions of self.
explains human adaptation, learning, motivation
address how people develop social, emotional, cognitive and behavioural capabilities
Triarchtic reciprocal causality
dynamic interplay between 3 influences
enviornmental
behavioural
personal
Modeling
what is it
what outcomes can observational learning encourage
Self-Efficacy
involves judgement about capabilities specific to a task
sources
mastery experiences, level of arousal you face in task, vicarious experiences, social persuasion
affects motivation
because greater efficacy = greater effort
persistance
higher goals
if self efficacy is low then they may not even try or give up easily
Teachers self efficacy
belief they can reach even difficult students
Less likely to experience burn out
Self-Regulated Learning
Factors
motivation to learn provides commitment and volition combats distraction and protects persistance
goal to prepare students for lifelong learning to reach this goal students need to be self regulated
learning cycle
Winnie + Hadwin
4 phase model
setting goals
making plans
analyzing the task
self efficacy
Zimmerman
forethought (set goals, make plans, self efficacy)
prefomance (self control and self monitoring)
reflection (self evaluation adaptations lead to forethought again)
Examples of teaching skills
analyzing the task
setting goals design plans
adjusting approach to learning
engaging in learning
Cognitive behaviour modification
what is it
process where self talk is used to regulate behaviour
may take many forms ex keeping students engaged in their learning or helping them deal with anger
4 skills for self talk
planning
working
listening
checking
skills for emotional self regulation
aware of own emotions and feelings of others
can talk about emotions and express emotions in ways that are appropriate for cultural group
feel empathy for others
Teaching toward Self-Efficacy and Self Regulated Learning
involve students in complex and meaningful tasks that extend over long periods of time
provide them control over the learning process (make choices)
involve students in setting criteria for evaluating learning processes and products
give options for them to make judgments about their learning processes
encourage collaboration and peer feedback
Theories of learning
behavioural, cognitive, constructivist, and social cognitive learning theories
4 pillars of learning
first understand and make sense of material (constructionist)
remember what they understood (cognitive)
practice and apply (behavioural) to make them more automatic
take charge of own learning (social cognitive)