Orm-EJC-Ch-10

Social Cognitive Views of Learning

Chapter TenEducational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod

Social Cognitive Theoryy

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. x The product is the socially accepted behavior. x The process is learning those behaviors.

y

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 TheoryPeople can learn by observing others (modeling). y Learning is an internal process that may or may not lead to a behavior change. y Behavior eventually becomes self-regulated. y 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.yJeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth editionCopyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Modelingy

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.

Modelingy

Behaviors learned through modeling include:Academic skillsx E.g., reading, thinking

Aggressionx Learned from both live and symbolic models

Morality



How Modeling Affects Behaviory

Observational learning effectObserver acquires new behavior after watching someone else do it.

y

Response facilitation effectObserver displays previously learned behavior more frequently after watching someone else do it.

y

Response inhibition effectObserver displays previously learned behavior less frequently after watching someone else do it.

y

Response disinhibition effectObserver displays a previously forbidden or punished behavior more frequently after seeing someone else do it without adverse consequences.



Characteristics of Effective Modelsy

Characteristics of effective models include:Competence Prestige and power Gender-appropriate behaviors Behavior relevant to the observers own situation



Helping Students Learn from Modelsy

Direct their attention Assist with retention Allow time for practice/imitation Motivate themCopyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

y

y

y


The Role of Self-Efficacy Selfy

Self-efficacy: Belief that one is capable of executing certain behaviors or reaching certain goals Students sense of self-efficacy affects:x x x x Choice of activities Goals Effort and persistence Learning and achievementCopyright 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

y


What Factors Influence SelfSelf-Efficacy?Previous successes and failures y Messages received from others y Success and failures of othersy

Especially those similar to usy

Success and failures of an entire groupCollective self-efficacy



Fostering High Self-Efficacy SelfProvide competence promoting feedback y Promote mastery on challenging tasks y Define success in terms of improvement or task accomplishment y Be sure errors occur within an overall context of successy



What About YOUR Self-Efficacy? Selfy

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



SelfSelf-Regulationy

Self-regulated students:Set goals for themselves and engage in behaviors and cognitive processes that lead to goal completion

y

Self-regulated behavior is:Self-chosen behavior that leads to the fulfillment of personally chosen standards and goals



Fostering Self-Regulation Selfy y y y y y y

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



Reciprocal Causation



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