Social Cognitive Theory

Social Cognitive Theory David Nielsen

University of Southern California

Kimberly Shotwell, Ed.d

EDUC-518.20113:28029 11/17/2011

Social Cognitive Theory

Social Cognitive Theory Social cognitive theory is a theory employed by some educators and researchers that focuses on the students ability to learn and assume control over their behavior by observing others (Ormrod 2011) The goal of the social cognitivist is to promote self-efficacy by teaching basic skills to mastery, setting ambitious but reasonable goals, and interaction with peers. While this theory is rooted in Behavioralism and Cognitivism it is distinct from those theories by focusing on the ways that students learn from observing their peers and their environment. Social Cognitivists are guided by the following five key assumptions. Students learn by observation Students will naturally acquire skills and and behaviors that they see modeled for them by their peers and instructors (Ormrod 2011). Teachers can utilize this phenomenon to proactively model positive behaviors in class as well as create an environment where peers can model positive behaviors. In order for the model to be effective they must capture the attention of student. The students also must remember what the model has done. It's also important that the student be motivated to emulate the model. If these factors are present then modeling can be a very effective teaching stratagem. Learning is an internal process According to Ormrod (2011), Social cognitivists view learning as an internal process that can not always be observed externally. Some learned behaviors can only be observed immediately but many others can only be observed over a long period of time. Reinforcement is key to ensuring that deleterious behaviors are corrected and advantageous behaviors are encouraged. Without consistent, immediate reinforcement students may not develop the skills they will require to be successful. Motivation is a cognitive process From the perspective of a Social Cognitivist, behavior is motivated by internal goals set by the person (Ormrod 2011). These goals are based, in part, by the expectations that they may have on the

Social Cognitive Theory

desired outcome. Self-efficacy is defined as the belief that a person is capable of executing certain behaviors or certain goals (G-8) It is the challenge for the teacher to ensure that students set challenging yet realistic goals. When student shave a high self-efficacy they are more likely to set higher goals, exert more effort and persistence, and tend to have greater learning and achievement than students with low efficacy. Self regulation increases with age According to Ormrod (2011), the ability of students to self-regulate can vary widely with age. Older students are more likely to have long term goals, develop mastery of emotional regulation, and slowly begin to take a more active involvement in their life choices. Younger students often have a shorter frame of reference when making choices. Teachers can help students by encouraging long range goals, assign tasks that require independent learning, and encourage self assessment. There are reciprocal influences among environment, behavior and personality While the environment shapes students, so do students shape their environment. Students shape their environment through their behavior like choosing what classes they take and with whom to associate. They also have internal cognitive process that shape their idiosyncratic approach to various reinforcement and punishment (Ormrod 2011). The teacher should help students to make choices that will enhance learning. It would be helpful for the student if the teacher can clarify the benefits of certain content not only in the academic sense but in the more meaningful life skills arena.

Lesson Redesign In the video, 4th grade, Canoga Park (accessed 11/2011, 2SC.usc.edu) it is unclear from this video what, if anything, the children are supposed to recall from this lesson at some future date or how they are to be assessed. There is an old adage that may applicable in this scenario, if you don't write it down; it didn't happen. One activity would be to have the students write on the board key aspects of

Social Cognitive Theory

the printing press. For example, students could utilize a prewrite clustering technique to represent the interrelationships of the various ideas discussed in class. This activity facilitates learning by modeling, promoting collective self-efficacy, and provides a vehicle for the instructor immediately reinforce the behavior and thought processes conducive to the classroom environment (Ormrod 2011). Once the classroom have collectively created a page full of ideas, students could then write a short essay within their small groups describing the cause and effect relationships surrounding the invention of the printing press. This essay could then be, formally or informally, assessed by the teacher. Examples based on the discussion in class for this essay could be the cause and effect relationships surrounding the invention of the printing press, contrasting modern day parallels, a discussion on the effect of cheaper publications on the class system. Students would need to be able to argue their point logically and persuasively, use appropriate grammar, and show good teamwork. When students have a tangible product that has been assessed by the instructor they then have a tool for self-regulated learning (Ormrod 2011). Students can refer back to their short essays when it comes time to recall this information at some future date.

Social Cognitive Theory

References 4th grade, Canoga Park, accessed 11/2011 www.2sc.usc.edu Ormrod, J. E. (2011). Educational Psychology: Developing Learners (7th ed.). Upper Saddle River, NJ: Pearson.