Social Cognitive Views of Learning: Observing, Modeling, and Self-Regulation

2. Chapter 10 Social Cognitive Views of Learning

3. Social Cognitive Theory • Learning occurs as a result of social interaction. • rooted in behaviorism • adds cognitive processes • reasoning, motivation

4. Basic Assumptions of Social Cognitive Theory

5. Basic Assumptions • People learn by observing others. • Learning is an internal process that may or may not lead to behavior change. • Cognitive processes influence motivation as well as learning. • People and their environments mutually influence each other. • Behavior becomes increasingly self-regulated.

6. Reinforcement & Punishment • 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.

7. Modeling

8. Modeling • Live models • real people we observe doing something • Symbolic models • real or fictional characters portrayed in books, films, etc. • Verbal Instruction • descriptions of how to successfully execute certain behaviors

9. Behaviors Learned Through Modeling • Academic skills • reading, “thinking” • Aggression • Interpersonal behaviors

10. Characteristics of Effective Models • Competence • Prestige and power • Behavior relevant to the learner’s own situation

11. Conditions for Successful Modeling • Attention • learner must pay attention to model • Retention • learner must remember what model does • Motor Reproduction • learner must be physically capable of reproducing modeled behavior • Motivation • learner must be motivated to demonstrate modeled behavior

12. Self-Efficacy

13. Self-Efficacy • Person’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals • Has an effect on • choice of activities • goals • effort and persistence • learning and achievement

14. Factors Influencing Development • Previous successes and failures • Current emotional state • Messages from others • Success and failures of others • especially those similar to us • Success and failures as part of group • collective self-efficacy

15. Teacher 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 teaching, are more persistent in helping students learn

16. Self-Regulation

17. Self-Regulation • Standards and goals we set for ourselves • Ways in which we monitor and evaluate our cognitive processes and behaviors • Consequences we impose on ourselves for successes and failures

18. Self-Regulated Behavior • Self-determined standards and goals • Emotion regulation • Self-instructions • Self-monitoring • Self-evaluation • Self-imposed contingencies

19. Self-Regulated Learning • Goal setting • Planning • Self-motivation • Attention control • Flexible use of learning strategies • Self-monitoring • Appropriate help-seeking • Self-evaluation

20. Promoting Self-Regulated Learning • Encourage students to set goals and monitor their own progress toward those goals. • Give students opportunities to work without direction or assistance. • Assign activities in which students have considerable leeway regarding goals and use of time. • Teach time management strategies. • Provide scaffolding, including co-regulation and peer collaboration. • Model self-regulating cognitive processes and give students constructive feedback. • Encourage students to seek short-term, focused help. • Ask students to evaluate their own performance.

21. Diversity in Self-Regulation • Temperamental differences • effortful control • Cultural expectations • emotional restraint • self-discipline • Be attentive to students at risk and those with special needs

22. Revisiting Reciprocal Causation

23. Reciprocal Causation

24. Comparing Three General Perspectives of Learning

27. The Big Picture

28. The Big Picture • People learn a great deal from their observations of others. • People have considerable control over their learning and behavior. • Motivation has a significant impact on learning and performance.