Social Cognitive Theories
Objectives:
Introduction:
Social Cognitive Theory is mainly the brainchild of Albert Bandura. He believed that students can learn though observing models, that not all learning is exibited in behavior, and that students can learn to regulate themselves.
Bandura's theory is much more student-centered than either behaviorism or cognitivism in that it focuses much more on the students' ability to choose how they behave. Thus, he encourages self-regulation which involves goal setting, self-monitoring, self-instruction, and self-evaluation.
Bandura also advocated promoting self-efficacy, or a child's belief in his or her ability to complete a task. The use of modeling plays a key role in promoting self-efficacy as students see others who are successful at certain tasks and are able to learn from them.
Bandura believed in an idea called reciprocal causation, which implies that there is an interdependence between a child's environment, behavior, and person.
Resources:
Text Module 10
Wikipedia
Links to an external site.
Readings:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.
Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.
INTASC Standards:
This topic relates to the following INTASC Standards:
Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active learning, collaboration, and supportive interaction in the classroom.
Principle 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active learning collaboration and supportive interaction in the classroom.