Social Learning and Social, Cognitive, Affective Approaches

Rotter The “psychological situation” Behavior Potential BP= f( E + RV ) Expectancies Reinforcement Value Locus of Control

Bandura Observational learning Self-regulation Self-efficacy Reciprocal interactionism

Self-regulation reinforcement has no direct effects self reinforcement is as important as external internalized standards and processes of reward and punishment ***Self-regulation overcomes stimulus control

Self-efficacy 2 types of expectancies Outcome expectancy Self-efficacy SE determines: behavior to be performed amount of effort expended persistence in the face of adversity, etc.

Reciprocal interactionism or Reciprocal Determinism selecting environments creating environments transforming environments

Mischel and CAPS theory basic principles, concepts, assumptions: focus on P X S interaction include and integrate Cognitive, Emotional, Motivational, Biological & Environmental factors

Mischel and CAPS theory CAUs ( person variables) 1. Encodings (cognitive constructions) 2. Expectancies ( “if-then” behavior-outcome, self-efficacy) 3. Affects 4. Goals and Values 5. Competencies and Self-regulation

Mischel cont. Personality coherence individual differences in the “chronic accessibility” of CAUs consistency of variability across situations

Mischel cont. Relative impact of person variables and situation variables (when does which take precedent?) greater ambiguity and “response freedom” greater influence of person variables (indiv. diff.)

The self I & me Self-schemas (Markus, etc.) Multiple selves: (Markus, Higgins, etc.) Self-discrepancies (Higgins: Actual, Ideal, Ought)

Causal Attributions Helplessness Pessimism and Optimism Pessimism: Stable, Global, due to the Self Optimism: Fleeting, Specific, not due to personal flaw