Social Work Community Education and Training

Albert Bandura's Social Cognitive Theory

Albert Bandura {Canadian- American Psychologist}

“known for his significant contributions to the field of psychology, particularly in the areas of social cognitive theory, self-
efficacy, and observational learning. “

Social Cognitive Theory

- SCT started as Social Learning Theory (SLT) in the 1960s by Albert Bandura and evolved into SCT in 1986.
- SCT posits that learning happens within a social context, involving dynamic interactions between the person, environment, and
behavior.
- SCT places a strong emphasis on the role of social influence in shaping behavior and learning.
- SCT considers both external and internal social reinforcement as influential factors.
- SCT focuses on how individuals acquire and maintain behaviors, taking into account the social environment.
- The theory acknowledges that a person's past experiences influence their behaviors, expectations, and motivations.
- SCT factors in reinforcements, expectations, and expectancies in determining whether a person engages in a specific behavior
and why.

 Concepts on Social Cognitive Theory

 Reciprocal Determinism- This is the central concept of SCT. This refers to the dynamic and reciprocal interaction of person
(individual with a set of learned experiences), environment (external social context), and behavior (responses to stimuli to
achieve goals).
 Behavioral Capability- This refers to a person's actual ability to perform a behavior through essential knowledge and skills.
In order to successfully perform a behavior, a person must know what to do and how to do it. People learn from the
consequences of their behavior, which also affects the environment in which they live.
 Observational Learning- This asserts that people can witness and observe a behavior conducted by others, and then
reproduce those actions. This is often exhibited through "modeling" of behaviors. If individuals see successful
demonstration of a behavior, they can also complete the behavior successfully.
 Reinforcements- This refers to the internal or external responses to a person's behavior that affect the likelihood of
continuing or discontinuing the behavior. Reinforcements can be self-initiated or in the environment, and reinforcements
can be positive or negative. This is the construct of SCT that most closely ties to the reciprocal relationship between
behavior and environment.
 Expectations- This refers to the anticipated consequences of a person's behavior. People anticipate the consequences of
their actions before engaging in the behavior, and these anticipated consequences can influence successful completion of
the behavior. Expectations derive largely from previous experience. While expectancies also derive from previous
experience, expectancies focus on the value that is placed on the outcome and are subjective to the individual.
 Self-efficacy- This refers to the level of a person's confidence in his or her ability to successfully perform a behavior. Self-
efficacy is unique to SCT although other theories have added this construct at later dates, such as the Theory of Planned
Behavior. Self-efficacy is influenced by a person's specific capabilities and other individual factors, as well as by
environmental factors (barriers and facilitators).

Malcolm Knowles Adult Learning Theory

Malcolm Knowles { American Educator}

“He was one of the central figures in adult education in the second half of the 20th century.”
Adult Learning Theory
-In 1980, Malcolm Knowles unlocked the secret to effective adult learning with his groundbreaking Adult Learning Theory. This
innovative approach acknowledges the distinct ways adults tackle education and the teaching methods and styles work best for
them.
Initially, Knowles only made four assumptions about the characteristics of adult learners. These assumptions focus on self-
direction, the learning experience, readiness to learn and learning orientation.He added the fifth assumption four years later, in
1984. This fifth assumption considers adult learners’ motivation to learn. These five assumptions form the theory as we know it
today.

 Five Assumptions of Adult Learners

 Self-Concept-Adults become more independent as they move through life.
 Adult Learner Experience-Suggests that adults have vast previous experience from which they can draw knowledge and
references into the learning process.
 Readiness to Learn-Suggests that adults want to learn and are prepared to do so when there is a good reason.
 Orientation of Learning-Suggests that adult learners want their learning to be actually applicable to their everyday lives.
 Motivation to Learn-Suggests that as humans grow older, their motivation to learn becomes internal.