 Social Cognitive Theory  Learning occurs with social environment  Learn by observing others. This includes learning appropriate behavior and consequences  We act in belief about our capabilities and expected outcomes of these actions  Behavior is regulated and motivated by internal standards  Behavior is also self-evaluated reactions to their own actions

The directions are not always the same. At various instances one direction may influence where the others are weak and vise-versa.

 Reciprocal interactions  Effective and Vicarious Learning  Learning and Performance

A general term that refers to behavioral, cognitive and affective change deriving from observing one or more models (Rosentahl & Bandura, 1978; Schunk, 1987, 1998; Zimmerman, 1977)

 Imitation as an Instinct  Imitation is Limited by Development

 Imitation is conditioned  Imitation is Instrumental Behavior

 Response Facilitation  Inhibition/Disinhibition  Observational Learning

 Cognitive Modeling  Self-Instruction  Cognitive Modeling: adult tells child what to do while the adult performs the task  Overt guidance: child performs under the direction of the adult  Overt self-guidance: child performs while instructing himself or herself aloud  Faded overt self guidance: child whispers instructions while performing task  Covert self-instruction: child performs while guided by inner silent speech

 Rule learning  Motor Skill Learning › Closed Loop Theory › Schema Theory

 Developmental Status of Learning  Model Prestige and Competence  Vicarious Consequences of Models › Information › Motivation

 A purpose for doing something  An achievement that someone wants to attain  Purposive behaviorism  Commitment  Positive self-evaluation raises self-efficacy and motivation  Acquired through modeling  Effort + persistence= performance  Gives “tunnel vision”

 Specificity › Include standards › Boost performance by better describing the amount of work required › Raise self-efficacy  Proximity › Length into the future › Short term goals for children  Difficulty › Amount of effort needed › Ability consciousness

 Conferences › Focus on goal setting principles  Expectations › Personal beliefs › S 1 -R-S 2 › Cognitive Maps= path to attaining the goal › Acting in a successful way › The expectations can transfer to other areas

 The belief of one’s ability to do something  Students may lack the competence  Perception of self’s specific capabilities  Knowledge comes from others performance  Achievement situations › If I think I can do it, I will be more likely to pursue the challenge

› Chapter 3 › Learning Theories An education Perspective