Chapter 11: Social Cognition Views of Learning & Motivation

A Self Directed Life: Albert Bandura

Beyond Behaviorism P. 398~Social Learning Theory: Theory that emphasizes learning through observation of others. ~Social Cognitive Theory: Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory.

Triarchic Reciprocal Causality: ~Triarchic Reciprocal Causality: An explanation of behavior that emphasizes the mutual effects of the individual and the environment on each other.

SOCIAL -> ACHIEVEMENT OUTCOMES->SELF-INFLUENCE: Are inconstant interaction. They influence and are influenced by each other. P. 399

Factors THat Affect Observational Learning: P. 4011.

Developmental Status2.Model Prestige and Competence3.Vicarious Consequences4. Outcome Expectations5.

Goal Settings6. Self Efficacy

Elements of Observational Learning: We learn how but also what will happen: ATTENTION: learning through observation we have to pay attention.

RETENTION: In order to imitate the behavior of a model you have to remember it. PRODUCTION: Practice feedback and coaching in the production stage makes behavior smoother and more expert.MOTIVATION & REINFORCEMENT: ~Vicarious Reinforcement: Increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior.~Self-Reinforcement: Controlling selecting and administering your own reinforcers.

OBSERVATIONAL LEARNING IN TEACHING: Five possible outcomes of observational learning P.

4021. Direction Attention2. Fine-Tunning 3. Strengthening Or Weakening Inhibitions ~Ripple Effect: "Contagious" spreading ogg behaviors through imitation. 4.

Teaching New Behaviors5. Arousing Emotion

~Self-Efficacy: A person's sense of being able to deal effectively with a particular task. ~Human Agency: The capacity of coordinate learning skills, motivation, and emotions to reach your goals.

SELF-EFFICACY, SELF-CONCEPT, & SELF -ESTEEM P. 405Self-effecacy= is further orientation "a context-specific assessment of competency to perform a specific task. (Context pacific) Self-concept= is more global construct that contains many perceptions about the self, including self efficacy ..

....

Self concept is developed as a result or external and internal comparisons, using other people or others aspects of the self as frames of reference.

SOURCES OF SELF EFFICACY : P.

406~Mastery Experiences: Our own direct experiences- the most powerful sources of efficacy information~Arousal: Physical and psychological reactions causing a person to feel alert, excited, or tense~Vicarious Experiences: Accomplishments that are modeled by someone else.~Modeling: Changes in behavior, thinking, or emotions that happen through oberving another person-a model.~ Social Persuasion: A "pep talk" or specific performance feedback-one source of self-efficacy.

SELF EFFICACY IN LEARNING & TEACHING: P. 407-408Research Indicates That Performance In School Is Improved & Self-Efficacy Is Increased When Students. a.

Adopt short-term goalsb. taught to use specific learning strategiesc. receive rewards based on achievements

TEACHERS' SENSE OF EFFICACY : P. 408~Teachers Sense Of Efficacy: A teachers' belief that he or she can reach even the most difficult students and help them learn.

~Self Regulation: Process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals

What influences Self Regulation? P. 410KNOWLEDGEMOTIVATIONVOLITION (SELF DISCIPLINE)~VOLITION: Will power; self-discipline; work styles that protect opportunities to reach goals by applying self-regulated learning.DEVELOPMENT OF SELF-REGULATION~Co-regulation: A transitional phase during which students gradually appropriate self-regualtion learning and skills through modeling, direct teaching, feedback, and coaching from teachers, parents, or peers.

~Shared Regulation: Students working together to regulate each other through reminders, prompts, and other guidance.

MODELS OF SELF-REGUALTING LEARNING AND AGENCY P. 412-413~Self-Regulating Learning: A view of learning as skills, and will applied to analyzing learning tasks, setting goals and planning how to do the task, applying skills, and especially making adjustments about how learning is carried out. The Model Of Self-Regualting Learning In Figure 11.1 Is Based On The Belief That Learners Are Agents1.

Analyzing the learning task2. Setting goals and devising plans3. Enacting strategies to accomplish the task.4. Regulating learning

AN INDIVIDUAL EXAMPLE OF SELF-REGUALTED LEARNING P. 413students today are faced with many distractions

TWO CLASS ROOMS P. 414WritingMath Problem Solving

TECHNOLOGY AND SELF REGULATION P. 415REACHING EVERY STUDENTS: FAMILIES AND SELF-REGULATION P.

416ANOTHER APPROACH TO SELF-REGULATION: COGNITIVE BEHAVIOR MODIFICATION. P. 416~Cognitive behavior modification: Procedures based on both behavioral and cognitive learning principles for changing your own behavior by sing self-talk and self-instruciton. P.

416 ~Self Instruction: Talking oneself through the steps of a task. P. 416

Emotional Self -Regulation P. 418-4191.

Self awareness2. Self-mangement3. Social awareness4. Relationship skills5. Responsible decision-making

COMPLEX TASKS p. 420CONTROL p. 421SELF EVALUATION P.

422COLLABORATION P. 422

Four View Of Learning: P. 423 Table 11.

31. Behavioral2. Cognitive3. Constructivist 4.

Social cognitive