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I. Overview of Bandura's Social Cognitive Theory
I. Overview of Bandura's Social Cognitive Theory
I. Overview of Bandura's Social Cognitive Theory
V. Self System
The self system gives some consistency to personality by allowing people to observe and symbolize their
own behavior and to evaluate it on the basis of anticipated future consequences. The self system includes
both self-efficacy and self-regulation.
A. Self-Efficacy
How people behave in a particular situation depends in part on their self-efficacy-that is, their beliefs that
they can or cannot exercise those behaviors necessary to bring about a desired consequence. Efficacy
expectations differ from outcome expectations, which refer to people's prediction of the likely consequences
of their behavior. Self-efficacy combines with environmental variables, previous behaviors, and other
personal variables to predict behavior. It is acquired, enhanced, or decreased by any one or combination of
four sources: (1) mastery experiences or performance, (2) social modeling, or observing someone of equal
ability succeed or fail at a task; (3) social persuasion, or listening to a trusted person's encouraging words;
and (4) physical and emotional states, such as anxiety or fear, which usually lowers self-efficacy. High selfefficacy and a responsive environment are the best predictors of successful outcomes.
B. Proxy Agency
Bandura has recently recognized the influence of proxy agency through which people exercise some partial
control over everyday living. Successful living in the 21st century requires people to seeks proxies to supply
their food, deliver information, provide transportation, etc. Without the use of proxies, modern people would
be forced to spend most of their time securing the necessities of survival.
C. Collective Efficacy
Collective efficacy is the level of confidence that people have that their combined efforts will produce social
change. At least four factors can lower collective efficacy. First, events in other parts of the world can leave
people with a sense of helplessness; second, complex technology can decrease people's perceptions of
control over their environment; third, entrenched bureaucracies discourage people from attempting to bring
about social change; and fourth, the size and scope of world-wide problems contribute to people's sense of
powerlessness.
D. Self-Regulation
By using reflective thought, humans can manipulate their environments and produce consequences of their
actions, giving them some ability to regulate their own behavior. Bandura believes that behavior stems from
a reciprocal influence of external and internal factors. Two external factors contribute to self-regulation: (1)
standards of evaluation, and (2) external reinforcement. External factors affect self-regulation by providing
people with standards for evaluating their own behavior. Internal requirements for self-regulation include:
(1) self-observation of performance; (2) judging or evaluating performance; (3) and self-reactions, including
self-reinforcement or self-punishment. Internalized self-sanctions prevent people from violating their own
moral standards either through selective activation or disengagement of internal control. Selective activation
refers to the notion that self-regulatory influences are not automatic but operate only if activated. It also
means that people react differently in different situations, depending on their evaluation of the situation.
Disengagement of internal control means that people are capable of separating themselves from the
negative consequences of their behavior. People in ambiguous moral situations-who are uncertain that their
behavior is consistent with their own social and moral standards of conduct-may separate their conduct from
its injurious consequences through four general techniques of disengagement of internal standards or
selective activation. First is redefining behavior, or justifying otherwise reprehensible actions by cognitively
restructuring them. People can use redefinition of behavior to disengage themselves from reprehensible
conduct by: (1) justifying otherwise culpable behavior on moral grounds; (2) making advantageous
comparisons between their behavior and the even more reprehensible behavior of others; and (3) using
euphemistic labels to change the moral tone of their behavior. A second method of disengagement from
internal standards is to distort or obscure the relationship between behavior and its injurious consequences.
People can do this by minimizing, disregarding, or distorting the consequences of their behavior. A third set
of disengagement procedures involves blaming the victims. Finally, people can disengage their behavior from
its consequences by displacing or diffusing responsibility.
VI. Learning
People learn through observing others and by attending to the consequences of their own actions. Although
Bandura believes that reinforcement aids learning, he contends that people can learn in the absence of
reinforcement and even of a response.
A. Observational Learning
The heart of observational learning is modeling, which is more than simple imitation, because it involves
adding and subtracting from observed behavior. At least three principles influence modeling: (1) people are
most likely to model high-status people, (2) people who lack skill, power, or status are most likely to model,
and (3) people tend to model behavior that they see as being rewarding to the model. Bandura recognized
four processes that govern observational learning: (1) attention, or noticing what a model does; (2)
representation, or symbolically representing new response patterns in memory; (3) behavior production, or
producing the behavior that one observes; and (4) motivation; that is, the observer must be motivated to
perform the observed behavior.
B. Enactive Learning
All behavior is followed by some consequence, but whether that consequence reinforces the behavior
depends on the person's cognitive evaluation of the situation.