Social Cognitive Theory

Social Cognitive Theory

1. GENERAL PRINCIPLES

   • People can learn by observing others behaviours and consequences that result
   • Learning can occur without a change in bevhaviour
   • Cognition plays important roles in learning
   • People can have considerable control over their actions and environments
   • Observer is reinforced by a model and a third person.

2. RECIPROCAL CAUSATION

   • ENVIRONMENT: General conditions and immediate stimuli
   • PERSON: Individual's particular physical characteristics (age, gender), cognitive process (attention) and socially and culturally conferred roles and reputations.
   • BEHAVIOUR: Individuals observable actions and reactions

3. MODELING

   • Modeling: 1.Teaches new behaviours 2.Influences frequency of previously learnt behaviours 3.Encourage previously forbidden behaviours. 4. Increases frequency of similar behaviours.
   • CHARACTERISTICS OF EFFETIVE MODELS: 1. Model is competent. 2. Model has prestige and power. 3. Behaves in stereotypical 'gender-appropriate' ways. 4. Behaviour is relevant to observers situation.
   • Can learn Academic skills, aggression and Interpersonal skills
   • NECESSARY CONDITIONS
     • ATTENTION: Person must pay attention to the model and the significant aspects of the modelled behaviour.
     • RETENTION: Learner must remember the behaviour thats been observed. Rehearsal (repetition).
     • MOTOR REPRODUCTION: Actual replication of the behaviour the model has demonstrated.
     • MOTIVATION: Learners must want to demonstrate what they have learned.

4. SELF-EFFICACY

   • Having the belief that execute a behaviour successfully - high SE beliefs.
   • Activity choice, goals, effort and persistence.
   • MASTERY EXPERIENCE: Previous success and failure with a task. PHYSIOLOGICAL STATE: How you feel about a task at a particular time based on what is happening at the time. VICARIOUS EXPERIENCES: Successes and failures of others in the task. VERBAL PERSUASION: Messages from others and their encouragement/feedback.

5. SELF-REGULATION

   • Setting standards and goals
   • Self-observation
   • Self-evaulation
   • Self-reaction: Reinforce themselves for goal accomplishment, e.g. feeling proud
   • Self-reflection
   • Promoting Behaviour: Self-instructions (Cognitive modeling, Overt, external guidance, Overt self guidance, Faded, overt self guidance and covert self instruction), Self-Monitoring, Self-Reinforcement and Self-Imposed Stimulus Control

6. EDUCATIONAL IMPLICATIONS

   • Learning by observing others
   • Describing consequences of behaviours can increase appropriate behaviours
   • Teachers can model appropriate behaviours
   • Students must believe that are capable of accomplishing school tasks