Social Cognitive Theory
Source: www.holah.karoo.netWhat is Social Cognitive Theory?
Through observation of and interaction with others, learners gain knowledge, rules, skills, strategies, beliefs, and form emotions. Opposing theories presented prior to Social Cognitivism largely ignored the environmental impact on a learner’s motivation. In Social Cognitive theory, 'individuals act based on their thoughts, goals, beliefs, and values (Schunk, 2011),’ rather than out of regard to behavioral consequences.
Motivation towards Social Cognitive learning is categorized by three main areas known collectively as triadic reciprocality, which include:
• Personal factors- cognition, self-efficacy, motives and personality
• Behaviors- complexity, duration, skill, etc.
• Environmental influences- situations, roles, models and relationships
What are strengths and weaknesses of Social Cognitive Theory?
Social Cognitive theory is one of the first to identify social/environmental factors as having an impact on learner motivation.
Strengths of Social Cognitive Theory
Limitations of Social Cognitive Theory
b) Is self-efficacy just another outcome expectancy?
c) Why are some self-efficacy expectancies stable and others susceptible to rapid change?
d) Why are some self-efficacy beliefs apparently unrelated to behavior, e.g., stop smoking?
e) Relies on self-reports excessively
Through observation of and interaction with others, learners gain knowledge, rules, skills, strategies, beliefs, and form emotions. Opposing theories presented prior to Social Cognitivism largely ignored the environmental impact on a learner’s motivation. In Social Cognitive theory, 'individuals act based on their thoughts, goals, beliefs, and values (Schunk, 2011),’ rather than out of regard to behavioral consequences.
Motivation towards Social Cognitive learning is categorized by three main areas known collectively as triadic reciprocality, which include:
• Personal factors- cognition, self-efficacy, motives and personality
• Behaviors- complexity, duration, skill, etc.
• Environmental influences- situations, roles, models and relationships
What are strengths and weaknesses of Social Cognitive Theory?
Social Cognitive theory is one of the first to identify social/environmental factors as having an impact on learner motivation.
Strengths of Social Cognitive Theory
- Accumulated a large research record
- Concerned with important human social behaviors
- An evolving theory
- Focused on important theoretical issues, e.g., role of reward in learning, the stability of behavior
Limitations of Social Cognitive Theory
- Not a fully systematized, unified theory; loosely organized
- Controversial issues:
b) Is self-efficacy just another outcome expectancy?
c) Why are some self-efficacy expectancies stable and others susceptible to rapid change?
d) Why are some self-efficacy beliefs apparently unrelated to behavior, e.g., stop smoking?
e) Relies on self-reports excessively
- Are modeling and guided participation able to handle many psychological problems?
Source: www.easternpsychological.org
Which researchers are associated with Social Cognitive Theory?
Julian Rotter
Best known for his Social Learning theory, Julian Rotter’s ideas on learning and motivation are the forerunner for Bandura’s work on Social Cognitive theory. Four primary variables contribute to Social Learning theory: behavior potential, expectance, reinforcement value, and psychological situation. “Rotter’s theory says that people form expectations about the likely outcomes of behaviors and act in accordance with these expectations and the value they place on potential outcomes (Schunk, 2011).” His most recognized term is the locus of control which deals with a person's perceived control over outcomes.
Julian Rotter
Best known for his Social Learning theory, Julian Rotter’s ideas on learning and motivation are the forerunner for Bandura’s work on Social Cognitive theory. Four primary variables contribute to Social Learning theory: behavior potential, expectance, reinforcement value, and psychological situation. “Rotter’s theory says that people form expectations about the likely outcomes of behaviors and act in accordance with these expectations and the value they place on potential outcomes (Schunk, 2011).” His most recognized term is the locus of control which deals with a person's perceived control over outcomes.
Source: faculty.frostburg.edu
Albert Bandura
The psychologist Albert Bandura discovered the importance of behavioral models when he was working with patients with snake phobias. Bandura's Social Cognitive theory stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors, and the environment referred to as reciprocal causation model. However, Bandura does not suggest that the three factors in the triadic model make equal contributions to behavior. The influence of behavior, environment and person depends on which factor is strongest at any particular moment. Bandura gave import to self-efficacy- people’s belief in their capabilities to execute a course of action, and the idea of vicarious learning though modeling. He is best know for his prolific “Bobo Doll” experiment illustrated at the top of this page.
How is Social Cognitive theory applied in practical settings?
Modeling-
· Inhibition: creates expectations of similar consequences
· Disinhibition: creates expectations of similar consequences
· Response Facilitation: Social prompt causes similar behavior
· Observational Learning: new skills and behaviors are acquired
· Competence
· Perceived similarity
· Credibility
· Enthusiasm
Reciprocal Teaching
Tutoring & Mentoring
Goal Setting-
· Clear & Specific
· Challenging but attainable
· Proximal & Distal
· Progress feedback
Self-Efficacy
Self-Regulation
Which research supports or criticizes the motivation in Social Cognitive Theory?
This article outlines a variety of research that both supports and refutes Social Cognitive Theory.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. retrieved from: http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1991.pdf
Resources:
*Schunk, D., Meece, J.,& Pintrich, P. (2014.) Motivation in education. Boston: Pearson.
*www.holah.karoo.net
*www.easternpsychological.org
*faculty.frostburg.edu*http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1991.pdf
The psychologist Albert Bandura discovered the importance of behavioral models when he was working with patients with snake phobias. Bandura's Social Cognitive theory stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors, and the environment referred to as reciprocal causation model. However, Bandura does not suggest that the three factors in the triadic model make equal contributions to behavior. The influence of behavior, environment and person depends on which factor is strongest at any particular moment. Bandura gave import to self-efficacy- people’s belief in their capabilities to execute a course of action, and the idea of vicarious learning though modeling. He is best know for his prolific “Bobo Doll” experiment illustrated at the top of this page.
How is Social Cognitive theory applied in practical settings?
Modeling-
· Inhibition: creates expectations of similar consequences
· Disinhibition: creates expectations of similar consequences
· Response Facilitation: Social prompt causes similar behavior
· Observational Learning: new skills and behaviors are acquired
· Competence
· Perceived similarity
· Credibility
· Enthusiasm
Reciprocal Teaching
Tutoring & Mentoring
Goal Setting-
· Clear & Specific
· Challenging but attainable
· Proximal & Distal
· Progress feedback
Self-Efficacy
Self-Regulation
Which research supports or criticizes the motivation in Social Cognitive Theory?
This article outlines a variety of research that both supports and refutes Social Cognitive Theory.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. retrieved from: http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1991.pdf
Resources:
*Schunk, D., Meece, J.,& Pintrich, P. (2014.) Motivation in education. Boston: Pearson.
*www.holah.karoo.net
*www.easternpsychological.org
*faculty.frostburg.edu*http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1991.pdf