Chapter 11- Social Cognitive Theory

Question 1

social learning theory

Answer 1

theory that emphasizes learning through observation of others, enactive learning: learning through the reinforcement and punishment of your own behaviours

Question 2

social cognitive theory

Answer 2

theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory, so emphasizes learning through the observation of others, as well as learning through modelling and observing others being reinforced or punished for particular behaviours, social: emphasis on the role of other people serving as models, cognitive: thinkking, believing, expecting, anticipating, self-regulating, addresses how people develop social, emotional, cognitive, and behavioural capabilities, how people regulate their own lives, and what motivates the,, not behaviourism: believes we can change our environments, control our own behaviour

Question 3

triarchic reciprocal causality

Answer 3

system that explains social cognitive theory, an explanation of behaviour that emphasizes the mutual effects of the individual and the environment on eachother, three main influences: personal (goals, beliefs, expectations), environmental (models, teaching, external conditions), and behavioural/achievement (performance, learning, behaviours)

Question 4

vicarious reinforcement

Answer 4

increasing the chances that we will repeat a behaviour by observing another person being reinforced for that behaviour, an observer may simply see others reinforced for a particular behaviour and then increase his or her production of that behaviour (can work for punishment too)

Question 5

self-reinforcement

Answer 5

controlling (selecting and administering) your own reinforcers, intrinsic: feelings of satisfaction, extrinsic: rewarding yourself with a special treat

Question 6

ripple effect

Answer 6

“contagious” spreading of behaviours through imitation, if one student breaks a class rule and gets away with it, other students may learn that undesirable consequences do not always follow rule breaking

Question 7

self-efficacy

Answer 7

a person’s sense of being able to deal effectively with a particular task, predictions about possible outcomes of behaviour are affected by self-efficacy, future oriented, a context-specific assessment of competence to perform a specific task, higher sense of self-efficacy increases motivation and performance, greater effort and persistence, higher goals, allows us to enact agency

Question 8

human agency

Answer 8

the capacity to coordinate learning skills, motivation, and emotions to reach your goals, involves the ability to make intentional choices and plans, design appropriate courses of action, and then motivate and regulate the execution of these plans and actions

Question 9

mastery experiences

Answer 9

our own direct experiences- the most powerful source of efficacy information, source of self-efficacy, success raise efficacy beliefs, failures lower efficacy beliefs

Question 10

arousal

Answer 10

physical and psychological reactions causing a person to feel alert, excited, or tense, affects self-efficacy depending on how the arousal is interpreted

Question 11

vicarious experiences

Answer 11

accomplishments that are modelled by someone else, the more closely the observer identifies the model, the greater the impact on self-efficacy, when the model performs well, the students efficacy is enhanced,

Question 12

modelling

Answer 12

changes in behaviour, thinking, or emotions that happen through observing another person- a model

Question 13

social persuasion

Answer 13

a “pep talk” or specific performance feedback- one source of self-efficacy, cannot create enduring increases in self-efficacy, but a persuasive boost in self-efficacy can lead a student to make an effort, attempt new strategies, or try hard enough to succeed, depends on credibility, trustworthiness, and expertise of the persuader

Question 14

self-regulation

Answer 14

process of activating and sustaining thoughts, behaviours, and emotions in order to reach goals, setting goals and mobilizing efforts and resources needed to reach those goals, metacognitive, motivated to learn, and strategic, influenced by knowledge, motivation, and self-discipline/volition

Question 15

volition

Answer 15

willpower; self-discipline; work styles that protect opportunities to reach goals by applying self-regulated learning, know how to protect themselves from distractions

Question 16

co-regulation

Answer 16

one of two processes that support the development of self-regulation, a transitional phase during which students gradually appropriate self-regulated learning and skills through modelling, direct teaching, feedback, and coaching from teachers, parents, or peers

Question 17

shared regulation

Answer 17

one of two processes that support the development of self-regulation, students working together to regulate eachother through reminders, prompts, and other guidance

Question 18

self-regulated learning

Answer 18

a view of learning as skills and will apply to analyzing learning tasks, setting goals and planning how to do the task, applying the skills, and especially making adjustments about how learning is carried out, describe how learners set goals and mobilize efforts and resources needed to reach those goals, cognitive processes needed for self regulated learning require effort, learners are agents, winne+hadwin: cycle with four main stages: analyze the task, set goals and devise plans, enact strategies, and regulate learning by making needed adjustments, zimmerman: forethought, performance, reflection

Question 19

cognitive behaviour modification

Answer 19

procedures based on both behavioural and cognitive learning principles for changing your own behaviour by using self-talk and self-instruction, focuses on self-talk to regulate behaviour (vygotsky’s private speech and michenbaums self instruction), steps: cognitive modelling by a teacher, then overt, external guidance, then overt self-guidance, then faded, overt self-guidance, then covert self-instruction

Question 20

self-instruction

Answer 20

michenbaum, talking oneself through the steps of a task, method of cognitive behaviour modification

Question 21

self-concept

Answer 21

more global construct that contains many perceptions about the self, including self-efficacy, developed as a result of internal and external comparisons, weak predictor of behaviour

Question 22

self-esteem

Answer 22

determined in large part by the value we place on our performance in a domain, and our concern over what others think about our competence, not affected if we feel incompetent in areas we don’t really value, no direct relationship between self-esteem and self-efficacy