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

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Modeling Behaviors learned through modeling include: Academic skills E.g., reading, “thinking” Aggression Learned from both live and symbolic models Morality Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Characteristics of Effective Models Characteristics of effective models include: Competence Prestige and power Gender-appropriate behaviors Behavior relevant to the observer’s own situation Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Helping Students Learn from Models Direct their attention Assist with retention Allow time for practice/imitation Motivate them Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

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 Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Reciprocal Causation Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition