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SOCIAL COGNITIVE PERSPECTIVES OF LEARNING AND MOTIVATION, Social Learning…
SOCIAL COGNITIVE PERSPECTIVES OF LEARNING AND MOTIVATION
ALBERT BANDURA
He expanded behavioral theories to emphasize observational learning. Most of what we now know as social cognitive theory is based on work he began in the 1950s at the University
from Stanford.
Sources of self-efficacy.
Mastery experiences: Our own direct experiences; the most powerful source of efficacy information.
Activation: Physical and psychological reactions that cause a person to feel excited, alert, or tense.
Vicarious experiences: Achievements that are modeled by someone else.
Modeling: Changes in behavior, thinking, or emotions that occur through the observation of another individual (a model).
Social Persuasion: Encouraging talk or performance-specific feedback; a source of self-efficacy.
Learning by observation
Direct attention: By observing others, we not only learn actions, but we also observe the objects related to the actions.
Refinement of learned behaviors: We have all had the experience of looking for clues in other individuals when we find ourselves in unfamiliar situations. Observing the behavior of others tells us which of the behaviors we have already learned we should use.
Strengthening or weakening of inhibitions: If members of a class observe a student breaking a rule and getting away with it, they will learn that rule breaking does not always have undesirable consequences.
Teaching new behaviors: Modeling is also deliberately applied in the classroom to teach mental skills and to broaden horizons, that is, to teach new ways of thinking.
Activation of emotion: Thanks to observational learning, individuals develop emotional reactions to situations that they have never personally experienced, such as flying or driving.
Teachers' Sense of Efficacy: A teacher's beliefs that they can reach even the most difficult students to help them learn.
Teacher Self-Efficacy: Research indicates that teachers' sense of efficacy increases when they are truly successful with students. Experiences or training that help teachers to be successful in their daily teaching tasks contribute to increasing their self-efficacy.
Self-regulation: The process of activating and maintaining thoughts, behaviors, and emotions to achieve goals.
Volition: Willpower; self discipline; work styles that protect opportunities to achieve goals by applying self-regulated learning.
Self-regulated learning: Perspective that defines learning as the skills and willingness to analyze learning tasks, set goals and plan how to accomplish the task, applying those skills and, above all, making adjustments while learning takes place.
SELF-REGULATION STARTS AT HOME: Parents can teach and encourage self-regulated learning through modeling, motivating, facilitating, and rewarding goal setting to help their children become more self-regulated.
Social Learning Theory: Focus on what emphasizes learning through observation of others.
Social cognitive theory: A perspective that adds concern for cognitive factors, such as beliefs, self-perceptions, and expectations, to social learning theory.
Reciprocal determinism: An explanation of behavior that emphasizes the effects that the individual and the environment have on each other.
Reciprocal influences: All three forces (personal, social/environmental, and behavioral) are in interaction
constant and influence each other.
Self-efficacy: Personal sense of being able to deal effectively with a specific task.
Human Agency: The ability to coordinate learning skills, motivation, and emotions to achieve goals.
Self-regulated learning cycle
Analysis of the task
Goal setting
plan design
Application of tactics and strategies