PSYC 3800 Chapter Notes - Chapter 11: Cognitive Model
22 Aug 2016
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CHAPTER 11
Social Cognitive Theory
Albert Bandura
much of Bandura’s life was self-directed
work, education, self-care, etc.
his theories reflect this self-directed, self-regulating learning
Beyond behaviourism
social learning theory = emphasis on learning through observation of others
behaviourism emphasized almost exclusively on society
and not enough on expectations and beliefs
social cognitive theory = social learning theory + cognitive factors (beliefs, self-perceptions, expectations)
Triarchic reciprocal causality = constant interaction of social influences, achievement outcomes, and self-influences
social influences — environmental variables
models, instruction, feedback
achievement outcomes — behaviours
goal progress, motivation, learning
self-influences — personal variables
goals, self-efficacy, outcome expectations
attributions, progress self-evaluation, self-regulatory progress
Modelling: Learning through Observation
Six major modelling influences
1. developmental status
can they focus for a long time? can they motivate themselves? can they retain information well?
2. model prestige and competence
children will most likely imitate those who are competent/powerful etc.: parents, teachers, older siblings, athletes, action
heroes, rock stars, actors, etc.
3. vicarious consequences
by watching others, we learn what’s appropriate for ourselves
4. outcome expectations
we act like others act, who have gained rewards for those actions
5. goal setting
we attend to models who demonstrate behaviours that will help us reach our goals
6. self-efficacy
‘if they can do it, I can too'
Elements of observational learning
attention — to how they are, they act, they position themselves
retention — mental rehearsal or actual practice
production — sometimes we need lots of practice, coaching, feedback, etc. before we can master something
motivation and reinforcement — even if we learn something, we might not use it until we have incentive to do so
model reinforcement (seeing someone do something effectively and receive reinforcement)
vicarious reinforcement (seeing someone receive praise/ punishment, and acting differently to achieve/avoid the same)
self-reinforcement (controlling your own reinforcers)
Observational learning in teaching
directing attention
by observing others, we learn about actions, but also the environments where they take place
this is why kids want to play with a toy they ignored once another kid takes it
fine-tuning already-learned behaviours
we know how to use a fork, but observe from others which fork to use for the salad
strengthening or weakening inhibitions
if you watch a kid break the rules but not get into trouble, you learn that consequences don’t always follow actions
if they are popular, the learning is more solidified
ripple effect = spreading of behaviours through imitation
teaching new behaviours
modelling can be used to teach new ways of thinking (e.g. enthusiasm towards learning, sounding out words, etc.)
arousing emotion
watching a friend fall and break her arm on the swings might make you fear going on the swings as well
Self-Efficacy and Agency
Sources of self-efficacy
mastery experiences = direct experiences that affect efficacy information
success raises self-efficacy beliefs, and failures lower it
arousal — high arousal raises efficacy, anxiety lowers
vicarious experiences
social persuasion = specific performance feedback or ‘pep talk’
doesn’t create long-term self-efficacy, but can help make them more confident in trying new things or try harder, which in turn
increases self-efficacy
Self-efficacy in learning and teaching
if we have high efficacy in one area, we will set higher goals, push ourselves further, and find new strategies when we need to
this high efficacy is important, even if they are overestimating their own abilities
but there are dangers to high estimations: thinking they are better than others, don’t repair their mistakes, etc.
self-efficacy is related to writing and math skills, adolescent life satisfaction, deep processing learning strategies for college
students, and performance for older students
performance is improved and efficacy is increased when students
1. adopt short-term goals (so they can judge their progress)
2. are taught to use specific learning strategies
3. receive rewards based on achievement (not just engagement)
Teachers’ sense of efficacy (belief that they can reach all students, even the difficult ones)
pros of high efficacy
teachers are more enthusiastic
spend more time teaching and researching their subjects
are more open to new ideas
less likely to criticize students, and follow-up on mistakes
maintain academic focus and respond quickly to student misbehaviour without anger or threats
cons of high efficacy
excessive optimism interferes with accurate judgment of their effectiveness
greater difficulty managing their classes
Self-Regulated Learning
What influences self-regulation?
knowledge
about themselves, the task, the subject, learning, and contexts
aware of the difficulties of learning
of which learning strategies that are needed (e.g. skimming)
motivation to learn
cf. performance
volition (aka willpower)
protection from distraction
coping when frustrated / lazy / bored
development of self-regulation
co-regulation = gradual approach through appropriation of skills from modelling, coaching, and observation
shared regulation = working together with someone else to regulate each other
Models of self-regulated learning and agency
1. analyzing the learning task
2. setting goals, devising plans
including identifying targets
3. enacting strategies to accomplish the task
4. regulating learning
Cognitive behaviour modification
tool to modify behaviour using self-instruction techniques that children often use in their cognitive development
1. cognitive modelling — an adult performs a task while talking to themselves
2. overt external guidance — child performs the task under vocal guidance of the adult
3. overt self-guidance — child performs the task alone, while talking to themselves
4. fading self-guidance — “ but whispering
5. covert self-instruction — “ but without vocalizations
Emotional self-regulation
five major social and emotional skills
self-awareness = assessing ones own feelings, interests, values, and strengths
self-management = regulation of emotions, monitoring progress
social awareness = empathy, recognizing differences and resources
relationship skills = establish and maintain healthy relationships, managing interpersonal conflict, resisting inappropriate
pressure
responsible decision-making = based on ethics, social norms, safety, respect, and consequences
emotional self-regulation was positively related to achievement
Teaching Towards Self-Efficacy and Self-Regulated Learning
Complex tasks
Self-evaluation
Collaboration
Theories of Learning
CHAPTER 12
GONIDA
HARRIS
