Chapter 9: Social Cognitive Theory Created by: Leslie De la Fuente

What is the Social Cognitive Theory? Albert Bandura -is considered to be the driving force behind the social cognitive theory. His main goal is to explain how learning results form interaction among three factors: – Personal characteristics – Behavioral patterns – Social environment

Triadic Reciprocal Causation “Ones internal processes, behavior, and social environment can affect one another to produce learning” Personal Characteristics- include mental and emotional factors, metacognitive knowledge, and self-efficacy. Behavioral patterns- self observation, self evaluation, creating productive study environments Environmental factors-refers to an individual’s social and physical environment.

Triadic Reciprocal Causation Model: Personal Characteristics EnvironmentBehavior

Personal Agency Self-control: (self-discipline) is the ability to controls one’s actions in absence of external reinforcement or punishment. Ex. A student who has been taught to begin a new task after finishing seatwork. Self-regulation: consistent and appropriate application of self-control skills to new situations. Ex. A teacher who modifies her lesson plan to focus on students interest in stories, monitors reaction, compares her performance and her students and rewards herself if the standard has been met.

Cont. Personal Agency Self-efficacy: how capable one feels to handle particular kinds of tasks. Ex. A student with a high self-efficacy in math may have a different level of self-efficacy for literature. Self-efficacy beliefs occupy a central role in the social cognitive theory.

Factors That Affect Self-efficacy: Performance Accomplishments Verbal Persuasion Emotional Arousal Vicarious Experience

Types of Behavior affected by Self-efficacy Selection Process Cognitive Processes Motivational Processes Affective processes

Performance Accomplishments Verbal Persuasion Emotional Arousal (How anxious, fearful or agitated we feel) Vicarious Experience (Successes and failures of others) Self -Efficacy Selection Processes (College major, courses, career, sports, social activities) Cognitive Processes (Use of high-level thought processes to solve complex problems; imagining a successful performance) Motivational Processes (Level of effort & degree of persistence, particularly in the face of problems, setbacks, & frustrations) Affective Processes (Level of anxiety, depression, elation experience in taxing situation) ANTECEDENTSEFFECTS

The Components of a Self-Regulatory System Forethought Phase: is subdivided into to categories of task analysis. * Self-regulated learners set goals, create plans to achieve those goals Performance Phase: Contains several self- regulatory processes, self-control category & the self-observation category. * Self-regulated learners focus on task, process information meaningfully, self-monitor

The Components of a Self-Regulatory System Cont’d Self-Reflection Phase: is self-judgment and self-reaction. * Self-regulated learners evaluate their performance, make appropriate attributions for success and failure, reinforce themselves.

Forethought Phase Performance PhaseSelf-reflection Phase Task Analysis Setting goals Formulating strategies Self-motivational Beliefs Self-efficacy for self-regulated learning Consequences of goal achievement Intrinsic interest in task Learning-oriented vs. performance- oriented goals Epistemological beliefs Self-judgment Evaluating one’s behavior Attributing outcomes to effort, ability, task difficulty, luck Self-reaction Self-reinforcement Drawing inferences about need to improve self-regulation skills Self-control Attention focusing Self-instruction Tactics Self-observation Recording one’s behavior Trying out different forms of behavior Self-Regulation Cycle

Nature of Learning Tactics and Strategies A learning strategy is a general plan that a learner formulates for achieving a somewhat distant academic goal. Ex. Getting an “A” on the next exam A learning tactic is a specific technique that a learner uses to accomplish an immediate objective. Ex. to be able to understand concepts in a textbook chapter

Types of Tactics: Memory-directed – rehearsal – Mnemonic devices Comprehension-directed – Self- and peer questioning – Note taking – Concept mapping

Memory Directed Tactics Rehearsal- simplest form is rote rehearsal used at early childhood age. * Rote rehearsal not a very effective memory tactic Mnemonic Devices- such as acronym, acrostic, loci method, & keyword method. * Mnemonic devices meaning fully organize information, provide retrieval cues.

Comprehension-Directed Tactics Self- and Peer Questioning- improves comprehension, and knowledge integration Note Taking- taking notes and reviewing notes aid retention and comprehension Concept Mapping- is a technique that helps students identify, visually organize, and represent the relationships among a set of ideas.

Modeling and Self-Regulated learning: LevelMain Requirement of the Learner Source of Motivation Observation Attend to actions and verbalizations of the model and discriminate relevant from irrelevant behaviors Vicarious: note rewards received by the model and anticipate receiving similar rewards for exhibiting similar behavior EmulationExhibit the general form of the modeled behavior Direct: feedback from the model and /or others Self-controlLearn to exhibit the modeled behavior automatically through self- directed practice Self-satisfaction from matching the standards and behavior of the model Self-regulationLearn to adapt the behavior to changes in internal and external conditions (such as reactions of other) Self-efficacy beliefs; degree of intrinsic interest in the skill

Research on Social Cognitive Theory Improving students’ mathematical problem solving skills – Peer models – Self-modeling Improving Students’ writing skills – Modeling for strategy development – Observing weak and strong models – Modeling versus practice

Using Technology to promote Self- Regulated Learning Modeling-computer based video model Cognitive and Metacognitive Feedback- computers have filled this missing space to provided precise feedback Scaffolded Instruction (Vygotsky’ theory)- computer based instructional aid