1. Social Cognitive Views of Learning
Chapter Ten
Educational Psychology: Developing Learners
6th edition
Jeanne Ellis Ormrod

2. Social Cognitive Theory
Social cognitive theory has roots in behaviorism, but adds reasoning and motivation to the mix.
Social learning: Learning that occurs as a result of social interaction. Learning is viewed in terms of products and processes.
The product is the socially accepted behavior.
The process is learning those behaviors.
Bandura believed that individuals had as much effect on their environment as their environment had on them: reciprocal causation.
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

3. Basic Assumptions of Social Cognitive Theory
People can learn by observing others (modeling).
Learning is an internal process that may or may not lead to a behavior change.
Behavior eventually becomes self-regulated.
Reinforcement and punishment have indirect effects on learning and behavior.
We have expectations about the likely consequences of behaviors based on experience.
We are influenced by vicarious experiences.
Expectations influence our decisions.
The nonoccurrence of an expected consequence may be reinforcing or punishing in and of itself.
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

4. Modeling There are two types of models:
Live models: Real people we observe doing something
Symbolic models: Real or fictional characters portrayed in books, films, etc.
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

5. Modeling Behaviors learned through modeling include: Academic skills
E.g., reading, “thinking”
Aggression
Learned from both live and symbolic models
Morality
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

6. How Modeling Affects Behavior
Observational learning effect
Observer acquires new behavior after watching someone else do it.
Response facilitation effect
Observer displays previously learned behavior more frequently after watching someone else do it.
Response inhibition effect
Observer displays previously learned behavior less frequently after watching someone else do it.
Response disinhibition effect
Observer displays a previously forbidden or punished behavior more frequently after seeing someone else do it without adverse consequences.
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

7. Characteristics of Effective Models
Characteristics of effective models include:
Competence
Prestige and power
Gender-appropriate behaviors
Behavior relevant to the observer’s own situation
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

8. Helping Students Learn from Models
Direct their attention
Assist with retention
Allow time for practice/imitation
Motivate them
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

9. The Role of Self-Efficacy
Self-efficacy: Belief that one is capable of executing certain behaviors or reaching certain goals
Students’ sense of self-efficacy affects:
Choice of activities
Goals
Effort and persistence
Learning and achievement
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

10. What Factors Influence Self-Efficacy?
Previous successes and failures
Messages received from others
Success and failures of others
Especially those similar to us
Success and failures of an entire group
Collective self-efficacy
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

11. Fostering High Self-Efficacy
Provide competence promoting feedback
Promote mastery on challenging tasks
Define success in terms of improvement or task accomplishment
Be sure errors occur within an overall context of success
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

12. What About YOUR Self-Efficacy?
Teachers with high self-efficacy:
Are more willing to experiment with new strategies
Have higher expectations for their students and set higher goals
Put more effort into their teaching and are more persistent in helping students learn
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

13. Self-Regulation Self-regulated students: Self-regulated behavior is:
Set goals for themselves and engage in behaviors and cognitive processes that lead to goal completion
Self-regulated behavior is:
Self-chosen behavior that leads to the fulfillment of personally chosen standards and goals
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

14. Fostering Self-Regulation
Help students set challenging (yet realistic) goals
Have students observe and record their own behavior
Teach students instructions they can give themselves to remind them of what they need to do
Encourage students to engage in self-evaluation
Teach students to reinforce themselves for appropriate behavior
Give opportunities for students to practice learning on their own
Provide strategies that students can use to solve interpersonal problems
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

15. Reciprocal Causation
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition