Chapter 11 Flashcards
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 theory
an explanation of behavior that emphasizes the mutual effects of the individual and then environment on each other
self-efficacy
a person’s sense of being able to deal effectively with a particular task
human agency
the capacity to coordinate learning skills, motivation, and emotions to reach your goals
mastery experiences
our own direct experiences
the most powerful source 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 observing another person or model
social persuasion
a “pep talk” or specific performance feedback
a single source of self-efficacy
ripple effect
“contagious” spreading of behaviors through imitation
teachers’ sense of efficacy
a teacher’s belief that he/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
volition
will power
self-discipline
work styles that protect opportunities to reach goals bu applying self-regulated learning
self-regulated 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
Alfred Bandura
aka father of social cognitive theory
Professor at Stanford University
work began in 1950s at Stanford
Why did Bandura relabel his theory?
- there were at least four other theories named “social learning theory” at the time, but they each described something different
- his theory was broader and included behaviors, beliefs, and motivations
True or False: the three influences in the triarchic reciprocal causality are social influences, self-influences, and achievement outcomes.
TRUE!
Social Influences are also known as…
Environmental Variables
Achievement Outcomes are also known as…
Behaviors
Self-influences are also known as…
personal influences
Name an example of a social influence.
models, instruction, feedback
Name an example of an achievement outcome.
goal progress, motivation, learning
Name an example of a self-influence.
goals, self-efficacy, outcome expectations, attributions, progress self-evaluation, self-regulatory progress.
cognitive behavior modification
procedures based upon both behavioral and cognitive learning principals for changing your own behaviors by using self-talk and self-instruction
self-instruction
talking oneself through the steps of a task
How is self-efficacy different from other self-schemas?
Self-efficacy involves judgments of capabilities pertaining to a specific task, whereas self-concept is a more global construct the contains multiple perceptions about oneself.
what are the four sources of self-efficacy?
mastery experiences
level of arousal when facing a task
vicarious experiences
social persuasion
What are a few of the outcomes of observational learning?
directing attention encouraging existing behaviors change inhibitions- teaching new behaviors and attitudes arousing emotions
How does self-efficacy affect motivation?
greater efficacy leads to greater effort in a task, which leads to higher goals and need to meet those goals. If self-efficacy is low, then effort is low, tasks may be avoided, and motivation is low or nonexistent.
What factors are involved in self-regulate learning?
the need to prepare students to be “life-long learners” which calls for students to be self-regulated learners, meaning students must have a combination of the following things: knowledge, motivation to learn, and volition that helps them to provide the skills to learn independently and effectively.
what is the self-regulated learning style?
-proposed by Winne and Hadwin
-there are four stages:
analyzing the taks, setting goals and designing plans, enacting tactics to accomplish the task, and regulating learning
