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SOCIAL COGNITIVE THEORY - Coggle Diagram
SOCIAL COGNITIVE THEORY
SOCIAL LEARNING THEORY
Bandura 1977
each of these 3 key factors - the person, their behaviour and the environment influence on each other. It is the product of this interaction that creates who we are
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similar to humanistic - SCT is more cognitively focused
psychodynamic - one sided determinism, unconscious
behaviourism - one sided too, environmental influences
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SOCIAL COGNITIVE THEORY
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self-beliefs enable greater control over thoughts, feelings and actionst
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we can evaluate our performances, determine how well we can do specific tasks, decide which areas of life are deserving of our attention and effort, approach tasks more or less optimistically, reflect upon our choices and develop aspirations for the future
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SYMBOLISING CAPABILITIES
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symbols serve as the vehicle of thought - they help provide information, give meaning and motivate behaviour
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before we plunge into action, we usually test possible solutions in thought and discard or retain them on the basis of the estimated consequences of those actions
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FORETHOUGHT CAPABILITY
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we do not simply react to our environment (behaviourism) or to our past (psycho dynamic) or as a result of our inherent characteristics (trait or biological)
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VICARIOUS LEARNING
if we only learned through direct experience our social development would be stunted, we have evolved an advanced capacity for observational learning
virtually all learning phenomena resulting from direct experiences can occur vicariously by observing peoples behaviour and its consequences for them
people now manage the major share of transactions in their everyday life through the internet by drawing on vast information readily available in the cyberworld
SOCIAL COGNITIVE THEORY
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models 2 adults, 1 male 1 female a
aggressive model 12 boys, 12 girls
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non-aggressive model 12 boys, 12 girls
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measurements - imitative physical aggression, imitate verbal aggression, non-imitative physical aggression, non-imitative verbal aggression
children who saw an aggressive model - demonstrated more imitative physical aggression and more imitative verbal aggression
more boys than girls showed imitative physical aggression
- there was no difference in imitative verbal aggression
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