Chapter 6 Flashcards
Reciprocal determinism
the heart of Bandura’s social cognitive learning theory, it suggests that learning is the result of interacting variables: personal (self-efficacy judgments), behavioral (performance), and environmental (teacher feedback).
Self-efficacy
the degree to which an individual possesses confidence in his or her ability to achieve a
goal. It is task specific.
What is the impact of high self-efficacy?
High self-efficacy leads learners to persevere in the face of disconfirming evidence and poor performance. Higher self-efficacy shows improved performance and strategy use even when the ability level of the students is controlled. Higher self-efficacy learners are more likely to attribute failures to low effort rather than low ability, while lower self-efficacy learners are more likely to attribute failures to low ability.
What three factors affect self-efficacy?
- Information acquired during the performance of the task, with successful performance leading to higher self-efficacy and failure leading to lower self-efficacy. 2.
Observation of others, which can improve self-efficacy when the model is judged to be similar in ability
to the observer. 3. Verbal persuasion, can encourage engagement in an intimidating task. 4. Psychological state, with sleepiness, physical fatigue, or strong emotional arousal (e.g. via fear) reducing self-efficacy.
Enactive learning
occurs when one learns something by doing it. Allows us to develop the basic procedural knowledge necessary to perform a task.
Vicarious learning
occurs when one learns about a task by observing others perform or discuss it. Allows us to observe the subtle nuances of expert performance before we are capable of such performance ourselves.
Enactive learning vs. Vicarious learning
Learning by doing vs. learning by observing
Teaching efficacy
the belief that the process of education affects students in important ways.
Personal teaching efficacy
the belief that the teacher can enact significant change in his or her students.
What does personal teaching efficacy affect?
Teachers with high teaching efficacy and high personal teaching efficacy are more likely to value student control and autonomy, more likely to possess a greater sense of personal accomplishment, convey more positive expectations for their students, and take personal responsibility for their choices and decisions.
Modeling
demonstrating and describing component parts of a skill to a novice, and is an extremely important component in the development of self-efficacy. Bandura suggests this is the case because positive instances of modeling can raise expectations that a new skill can be mastered, provide motivational incentives, and provide a great deal of information about how a skill is performed. Peer models are usually the most effective because they are the most similar to the individual studying the model.
Cognitive modeling
Good for complex procedures. Six components:
- Create a rational for the new learning skill (i.e. explain why It’s important, and give examples of how, when, and where the skill will be used)
- Model the procedure in its entirety while the students observe.
- Model component parts of the task.
- Allow students to practice component steps under teacher guidance.
- Allow students to practice the entire procedure under teacher guidance.
- Have the students engage in self-directed performance of the task.
Self-regulated learning
the ability to control all aspects of one’s learning, from advance planning to how one evaluates performance afterward.
The three components of self-regulated learning
- Metacognitive awareness – knowledge about cognition and the regulation of it, allowing students to select the best strategies for the situation and to monitor effectiveness with accuracy. Includes planning, in which students set goals, plan how to reach them, and periodically assess the extent to which the goals were achieved.
- Strategy use – important because strategies provide the means by which learners encode, represent, and retrieve information. Skilled learners choose strategies selectively and monitor their effectiveness throughout the learning process, allowing skilled learners to use their limited resources as effectively as possible.
- Motivational control – the ability to set goals, evoke positive beliefs about one’s skills and performance, and adjust emotionally to the demands of studying and learning.
Attribution theory
the study of how individuals explain events that take place in their lives, and provides a framework for understanding why people respond so differently to the same outcomes. An attribution is a causal explanation of an event.
The attributional process
includes outcome evaluation (success or failure), attributional responses, behavioral responses, and emotional/affective responses. Varies along three causal dimensions:
- Locus of control – defines the outcome as either internal or external to the individual.
- Stability – the extent to which the cause of success/failure is defined or viewed as stable or varying, e.g. ability being stable and effort being variable.
- Controllability – the extent to which the cause of success/failure is defined or viewed as controllable or uncontrollable, e.g. effort and strategy use being controllable and interest or ability as uncontrollable.
Attributional retraining
helping individuals better understand their attributional responses and develop responses that encourage task engagement. The majority of attributional retraining programs are quite successful, and involve teaching individuals how to identify undesirable behaviors such as task avoidance, attributions underlying avoidant behavior are evaluated, and alternate attributions are explored, leading to the implementation of favorable attributional patterns.
Self-determination theory
argues that autonomy and control are essential components for well-being and academic achievement.
Intrinsic motivation
describes behaviors that are engaged in for their own sake, such as joy and satisfaction. High intrinsic motivation is positively related to intellectual ability, predicted current and future academic achievement, and was positively correlated with students’ grades as well as school satisfaction and more positive emotions in the classroom.
Extrinsic motivation
describes behaviors that are performed to achieve some externally prized consequence, not out of interest or a personal desire for mastery, like rewards, obligations, or threats of punishment. E.g. solving math problems because they are assigned for homework.
Performance-oriented feedback
emphasizes how well a student has performed in relation to other students
Information-oriented feedback
emphasizes how performance can be improved. This type of feedback leads to greater intrinsic motivation, task engagement, and persistence than performance feedback. Written information feedback may be especially effective.
Proximal vs. distal goals
Proximal goals are short term goals that can be achieved within several learning sessions. They increase intrinsic motivation, provide more feedback, and increase feelings of competence and personal control more than distal goals, which are long term goals that require a great deal of time and effort to achieve.
Norm-referenced evaluation
students compete against other students
Criterion-referenced evaluation
students compete against a predetermined standard
