Social views of learning

Question 1

learning in social cognitive views

Answer 1

• learning is an active process, involving the construction of knowledge
• core elements include self-regulation and agency, where learners take control of their own learning

Question 2

Social Learning theory (early approach)

Answer 2

enactive learning, observational learning, modeling

Question 3

Enactive learning

Answer 3

learning through personal experiences of reinforcement and punishment

Question 4

observational learning

Answer 4

learning by observing others’ behaviors and the consequences of those behaviors

Question 5

modeling

Answer 5

changes in behavior, thinking, or emotions resulting from observing a model. models can demonstrate both appropriate and inappropriate behaviors, influencing learners accordingly

Question 6

social cognitive theory (later approach)

Answer 6

empasizes the role of cognitive factors (beliefs, expectations, anticipations) in learning. Introduces the concept of triadic reciprocal causality

Question 7

Triadic reciprocal causality

Answer 7

personal factors: beliefs, motivation, mental health, cognitive abilities, personality traits
behavioral factors: actions, effort, persistence, and coping skills
environmental factors: teacher support, peer influences, societal norms, physical and psychological environment

Question 8

Triadic reciprocal causality in action

Answer 8

This dynamic model explains how the three factors interact: For instance, a student’s belief in their math ability (personal) can influence their choice of advanced math courses (behavioral), which is supported by encouraging teachers (environmental).

Question 9

observational learning 4 essential elements

Answer 9

1. Attention: Focusing on the model and the relevant behavior.
2. Memory/Retention: Remembering the observed behavior.
3. Imitation/Production: Reproducing the behavior.
4. Motivation: Being motivated to adopt the observed behavior.
    Motivation is influenced by:
    Direct Reinforcement: Rewards for engaging in the behavior.
    Vicarious Reinforcement: Observing others being rewarded for the behavior.
    Self-Reinforcement: Internal rewards (e.g., satisfaction) or external ones (e.g., a treat).

Question 10

characteristics that influence modeling

Answer 10

1. developmental status: cognitive growth improves the ability to process and replicate observed behaviors
2. model prestige and competence: high-status and skilled models attract more attention
3. vicarious consequences: observing the outcome of a model’s actions influences behavioral adoption
4. outcome expectations: observers replicate behaviors when they expect rewarding outcomes
5. goal setting: observers align with models demonstrating goal-directed behaviors
6. self-efficacy: observer’s belief in their capability to replicate behaviors affects engagement

Question 11

applying modeling in education

Answer 11

teachers and peers serve as role models
teachers should amplify behaviors they want students to emulate
peer modeling can be affective, such as older students demonstrating desired behaviors

Question 12

mentorship

Answer 12

providing mentors who embody the traits and skills student’s aspire to develop

Question 13

Self-efficacy

Answer 13

a learner’s belief in their ability to succeed at a specific task

Question 14

sources of self-efficacy

Answer 14

1. mastery experiences
2. vicarious experiences
3. social persuasion
4. physiological or emotional states

Question 15

Mastery experiences

Answer 15

direct personal success build the strongest sense of efficacy

Question 16

vicarious experiences

Answer 16

observing similar peers succeed boosts confidence

Question 17

social persuasion

Answer 17

encouragement from others enhances belief in one’s capabilities

Question 18

physiological or emotional states

Answer 18

positive emotions (e.g. excitement) enhance efficacy, while negative ones (e.g. anxiety) diminish it

Question 19

encouraging self-efficacy in the classroom

Answer 19

1.Encourage goal setting (e.g., short-term, attainable objectives).
2.Teach specific learning strategies like summarizing or outlining.
3.Emphasize progress through reflective reviews and portfolios showcasing growth.
4.Provide constructive feedback highlighting achievements and areas for improvement.
5.Model a mastery orientation, focusing on skills and understanding over performance.
6.Share stories of perseverance and success, especially from relatable role models.

Question 20

social cognitive theory strengths

Answer 20

• comprehensive inclusion of personal, behavioral, and environmental factors
• highlights the learner’s active role in their own development
• pioneered research into the influence of media on behavior

Question 21

social cognitive theory limitations

Answer 21

• long-term impact of observational learning remain underexplored
• conditions under which vicarious learning occurs need clarification
• observers may selectively adopt behaviors, ignoring others