ALBERT BANDURA

S O C I AL C

O G N I TI V

E TH E O R Y

HOW ATTENTIVE ARE YOU?http://www.youtube.com/watch?v=Ahg6qcgoay4

WHAT YOU SHOULD KNOWAccording to social cognitive theory, knowledge

acquisition is related to observing others within social interactions, experiences and outside influences – people

learn behaviors by replicating the actions of others

• Bandura believes traditional learning theories overlooked social influences on learning

• Places more emphasis on cognitive factors such as expectations, beliefs and motivation in addition to social influences

• Learning is dependent on people serving as models and teachers

TRIADIC CAUSATION MODEL: LEARNING AS A RESULT OF MUTUAL INTERACTIONS BETWEEN PERSONAL, BEHAVIORAL AND ENVIRONMENTAL FACTORS

B - actions, choices, verbal statements, persistence, motivation

P – Beliefs, attitudes, knowledge, goals, efficacy, self regulation, biological events, emotions

E – Instruction, other people, consequences, physical setting, resources

Environment

Behavioral

Personal

ACTIVITY • Within table groups discuss

- any additional factors you would add under each of the headings

- how the factors are applicable to the classroom setting - which heading you as a group think is most important

• Nominate a speaker to present your findings to the class

ELEMENTS OF OBSERVATIONAL LEARNING Bandura (1986) noted observational learning includes four

elements:

1) Attention 2)Retention

3) Reproduction 4)Motivation & Reinforcement

Throughout today’s presentation and activities keep in mind these four elements elements

Reference: Bandura, A 1986, Social foundations of thought and action, Englewood Cliffs, NJ: Prentice Hall

• Banduras first study of observational learning – bobo dolls focused on imitating aggression

• Results were groundbreaking for the time• Later extended the study to aggressive behavior on

television at a time when televisions were becoming household items

• The relationship between external forces like television and behavior are still complicated and continue to be researched

• Social learning theories are often discussed when talking about media and the effects of exposure on learning

WHAT IS SELF-EFFICACY?

• Bandura (1997) define it as: ‘beliefs in one’s capabilities to organise and execute the courses of action required to produce given attainments’

• Self-efficacy is the perception of one’s ability to perform a task successfully

Reference: Bandura, A 1997, Self-efficacy: The exercise of control, New York, Academic Press.

DIFFERENT FROM…

• Self-concept: Individuals knowledge and beliefs about themselves and their ideas, feelings, attitudes and expectations

• Self-esteem: The value each of us places on our own characteristics, abilities and behaviours

IN A NUT SHELL

Self-efficacy:*Context specific assessment *Future orientated *Competence for a specific task *Strong predictor of behaviour*Judgement of personal capabilities

Self-concept:*Global construct *Result of external and internal comparisons*Contains many perceptions (including self-efficacy)

Self-esteem: *judgements of self worth, *no relationship between esteem and efficacy.

SELF-EFFICACY SOURCES AND INFLUENCESBandura identified four sources of self-efficacy 1. Mastery Experience2. Level of Arousal3. Vicarious Experiences4. Social Persuasion

* High self-efficacy is strongly related to high motivation and vice versa

1. Mastery Experiences• Own direct experiences • Considered the post powerful source

2. Level of arousal• Bodily and emotional responses• Anxious + worried =↓self-efficacy • Excited + ‘Psyched’ =↑ self-efficacy

3. Vicarious Experiences • Someone else models accomplishments• The closer the identification with modal the greater impact • Model performs well = ↑ self-efficacy• Model preforms poorly =↓self-efficacy

4. Social persuasion• ‘Pep talk’ or specific feedback• helps to make effort, attempt new strategies or try enough to

succeed• Counter setbacks

Reference: Keyser, V & Barling, J 1981, ‘Determinants of children’s self-efficacy beliefs in an academic environment’, Cognitive Therapy and Research, vol.5, no.1 , pp. 29-40

SELF-EFFICACY AND MOTIVATION:

Greater efficacy→ greater effort and persistence

Influences goal setting: higher self-efficacy= higher goals

set, less afraid of failure and more open to finding new strategies

Lower self-efficacy = avoid tasks altogether or give up easily when problem arises

ACTIVITY: LEARNING A VOLLEYBALL DIG • Whilst engaging in this activity consider your own personal

learning experience • Split into groups of 3

Key cues of Volleyball dig 1. Eyes watch the ball2. Both arms out palms facing up3. Make a fist with your left hand thumb on top, and cover

the left fist with your right hand4. Without ball: Knees bent to start with 5. With ball: Shrug shoulders and straighten knees (no

swinging at ball)

ACTIVITY

• Together with person next to you practice reading the sayings out loud

• Consider the reasons you may or may not be comfortable engaging in this activity

• You will not be expected to read the sentences aloud to the class – just practice in your pairs

VOLLYBALL ACTIVITY EXPLAINED• Self-efficacy: being told how to VS being shown (modeling)

• Importance of self-efficacy and elements of observational Learning as a PE Teacher and planning lessons and the

• Bandura believes that self-efficacy comes from six principal sources of information:

performance accomplishmentimagined experiencephysiological statesverbal persuasion emotion states

• These sources are not mutually exclusive and some are more influential than others

Reference: Weinberg R & Gould, D 2011, Foundations of Sport and Exercise Psychology, 5th ed , Human kinetics, Champaign, IL.

Performance Accomplishment

Verbal Persuasion

Vicarious Experiences (modelling)

Imaginal Experiences

Emotional states

Physiological States

Efficacy Expectations

Learning &

Performance

Reference: Weinberg R & Gould, D 2011, Foundations of Sport and Exercise Psychology, 5th ed , Human kinetics, Champaign, IL.

Relationship between sources of self-efficacy information, efficacy expectations and learning & performance

CLASSROOM APPLICATIONLearning through observation – demonstrate and model ideas and skills

Present a diverse range of models which challenge learners thinking

Enforce social learning through role play, debate and mind maps

Use intrinsic reinforcement; pride and a sense of accomplishment as a form of reward

Be a good role model – never underestimate how your actions affect others

THINGS TO REMEMBER

• Self-efficacy alone can’t make students learn • Self-efficacy affects students choice of activities, level of

effort and their persistence.

Graham & Weiner (1996) note 3 strategies tohelp with self-efficacy:

Adopt short-term goals Use specific learning strategies Receive rewards based on achievement not just engagement

Remember: All students are different

“It is our duty as human beings to proceed as though the limits of our capabilities do not exist” - Teilhard de Chardin