SOCIAL COGNITIVE VIEWS OF LEARNING AND

MOTIVATION

BY: MARISSE S. REYES

discussant

ADVANCED EDUCATIONAL PSYCHOLOGY

13 JULY 2019| GROUND FLOOR , ST. TERESA , HTC, GENERAL SANTOS CITY
 INTRODUCTION

For the past topics, we have analyzed different aspects of learning. We

considered behavioral and information processing explanations of what
people learn. We have examined cognitive and complex cognitive processes
such as concept learning and problem solving. These explanations of
learning focus on the individual and what is happening in his or her “head”.
In this topic, we look at social cognitive theory- a current view of learning
and motivation that discusses dynamic interactions among many of the
behavioral, personal and cultural factors involved in learning and
motivation.
 TEACHERS’ CASEBOOK: TO SELF-REGULATE

You know that your students need to be organized and self-regulating to do well in
both their current and their future classes. But many of the students just don’t seem to
know how take charge of their own learning. They have trouble completing larger
projects- many wait until the last minute. They can’t organize their work or decide
what is most important. Some can’t even keep up with assignments. Their book bags
are disaster areas- filled with long overdue assignment sheets and class handouts from
last semester crumbled in with school newsletters and permission slips for field trips.
You are concerned because they will need to be much more organized and on top of
their work as they progress through their education. You have so much material to
cover to meet district guidelines, but many of your students are drowning in the
amount of work they already have.
 OBJECTIVES

1. Define the basic principles of social cognitive theories of learning and

motivation including triarchic reciprocal causality,
modeling/observational learning, self-efficacy, and agency.
2. Discuss the roles of observation and self-efficacy in learning.
3. Describe important components of self- regulated learning.
4. Apply self-regulated learning principles to teaching.
 TOPIC OUTLINE

A. INTRODUCTION
B. OBJECTIVES
C. TOPICS
• Social Cognitive Theory
• MODELING: Learning by Observing Others
• Self-Efficacy and Agency
 SOCIAL COGNITIVE THEORY

• Social cognitive theory is a current view of learning and motivation that

discusses dynamic interactions among many of the behavioral, personal
and cultural factors involved in the learning and motivation.
• Social cognitive theory has its roots in Bandura’s early criticisms of
behavioral views of learning. Albert Bandura demonstrated that people
can learn by observing both actions of others and the consequences of
those actions.
 FOUR TOPICS OF SOCIAL COGNITIVE THEORY BY ALBERT
BANDURA

1. MOVING BEYOND BEHAVIORISM

2. THE CONCEPT OF TRIARCHIC RECIPROCAL CAUSALITY
3. THE POWER OF OBSERVATIONAL LEARNING
4. KEY BELIEFS OF AGENCY AND SELF-EFFICACY
 SOCIAL COGNITIVE THEORY
 MOVING BEYOND BEHAVIORISM -Bandura’s early social learning theory emphasized
modeling and observing others being reinforced or punished for particular behaviors.
 TRIARCHIC RECIPROCAL CAUSALITY-is a dynamic interplay among three kinds of
influences : personal, environment and behavioral.
 MODELING: LEARNING BY OBSERVING OTHERS- Learning by observing others is a key
element of social cognitive theory. What causes an individual to learn and perform modeled
behaviors and skills? Several factors play a role. The developmental level of the observer makes a
difference in learning.
 SELF-EFFICACY AND AGENCY- Banduras suggest that predictions about possible outcomes
of behavior are critical for learning because they affect goals, effort, persistence, strategies and
resilience.
 RECIPROCAL INFLUENCES

Social Influences Achievement

(Environmental Outcomes
Variables) (Behaviors)
Models Goal Progress
Instruction Motivation
Feedback Learning

Self-influences
(Personal Variables)
Goals
Self-Efficacy
Outcome-
Triarchic reciprocal causality, an
Expectations explanation of behavior that
Attributions emphasizes the mutual effects of
Progress Self- the individual and the
Evaluation environment on each other.
Self-
RegulatoryProgress
 FACTORS THAT AFFECT OBSERVATIONAL LEARNING

Characteristic Effects on Modeling Process

Developmental Status Improvements with development include longer attention and Increased capacity to process information,
use strategies, compare performances with memorial representations, and adopt intrinsic motivators.

Model Prestige and Observers pay greater attention to competent, high status models. Consequences of modeled behaviors
Competence convey information about functional value. Observers attempt to learn actions they believe they will need
to perform.
Various Consequences Consequences to models convey information about behavioral appropriateness and likely outcomes of
actions. Valued consequences motivate observers. Similarity in attributes or competence signals
appropriateness and heightens motivation.
Outcome Expectations Observers are more likely to perform modeled actions they believe are appropriate and will result in
rewarding outcomes.

Goal Setting Observers are likely to attend to models who demonstrate behaviors that help observers attain goals.

Self-efficacy Observers attend to models when they believe they are capable of learning or performing the modeled
behavior. Observation of similar models affects self-efficacy (if they can do it, I can too”).
 ELEMENTS OF OBSERVATIONAL LEARNING

1. ATTENTION- In order to learn through observation, we have to pay attention. In teaching, you will have
to ensure student’s attention to the critical features of the lesson by making clear presentations and
highlighting important points.
2. RETENTION- In order to imitate the behavior of a model, you have to remember it. Retention can be
improved by mental rehearsal( imagining imitating the behavior)or by actual practice.
3. PRODUCTION-Once we “know” how a behavior should look and remember the elements or steps, we
still may not perform it smoothly. Sometimes, we need a great deal of practice, feedback and coaching about
subtle points before we can reproduce the behavior of the model.
4. MOTIVATION AND REINFORCEMENT- We may acquire a new skill or behavior through observation,
but we may not perform that behavior until there is some motivation or incentive(reinforcement) to do so.
 OBSERVATIONAL LEARNING IN TEACHING

1. DIRECTING ATTENTION-By observing others, we not only learn about actions but also notice the
objects involved in the actions.
2. FINE-TUNING ALREADY-LEARNED BEHAVIORS- All of us have had the experience of looking for
cues from other people when we find ourselves in unfamiliar situations.
3. STRENGTHENING OR WEAKENING INHIBITIONS-If a class members witness one student
breaking a class rule and getting away with it, they may learn that undesirable consequences do not always
follow rule breaking.
4. TEACHING NEW BEHAVIORS- Modeling has long been used of course, to teach dance, sports as well
as skills in subjects such food science and welding. Modeling can also be applied deliberately in the
classroom to teach mental skills and to broaden horizon.
5. AROUSING EMOTION-Through, observational learning, people may develop emotional reactions to
situations they have never experienced personally, such as flying or driving.
 SELF-EFFICACY AND AGENCY

 Bandura (1986,1994,1997) suggests that predictions about possible outcomes

of behavior are critical for learning because they affect goals, effort,
persistence, strategies and resilience. "Will I succeed or fail? Will I be
laughed at?” “Will I be more accepted by teachers in this new school? These
predictions are affected by self-efficacy.
THANK YOU FOR
LISTENING!