Social Cognitive Theory

1. Social Cognitive Theory And maybe it takes a child’s effort too John Friedrich, Robyn Gallaher, Caleb Brown, Robert Dixon, Courtney Guthrie

2. What is Social Cognitive Theory? definitions / examples

3. Modeling -Demonstrating a behavior for another or observing and imitating another’s behavior. -Humans are able to do this from birth -Research over the years has shown us that when we observe someone doing a new activity, certain neurons (called mirror neurons) become active

4. Types of Models Can learn activities through live models or symbolic models. Live models are currently living individuals whose behavior is observed in person (mom, teacher, classmates) Symbolic Models are real or fictional characters in the media or movies that influence an observer’s behavior (figures throughout history, people on TV, etc)

5. Behaviors Learned Through Modeling Examples - Becoming a better reader if read to at home - Learn to fear certain things if they have seen someone show fear in that circumstance. - Resist talking to strangers if they have seen someone model resistance in that situation - Not as likely to tolerate racism if they have seen others deem it unacceptable - Be more likely to violate gender stereotypes when they see others do so.

6. Behaviors cont. Academics Cognitive modeling -Demonstrating how to think about as well as how to do a task (i.e. talking out a math problem while showing how to solve it) Aggression - Research indicates that children are more likely to become aggressive when they have seen a model (live or symbolic) act similarly. Children’s aggression tends to take the form of the aggression that they have seen. - Research also indicates that children are less likely to act aggressively if they have seen someone act oppositely.

7. Bandura, Ross, and Ross Conducted a famous study in 1961 that demonstrates how modeling can strongly affect a child’s aggression. -Preschoolers • Taken individually to a table to draw. Some observed a model beating up an inflatable doll, some observed a model playing with blocks, and some had no model. • Then taken to a room where they were allowed to play with toys for a short time before they were taken away. • Finally taken to a third room with aggressive and non-aggressive toys. • Those who saw the aggressive model demonstrated some of the same aggression on the inflatable doll in the room. Children with the non-aggressive model were less aggressive than those who had no model.

8. Behaviors Learned Through Modeling Interpersonal Behaviors - students may adopt classmate’s strategies on how to solve problems - children with autism are more likely to play better with peers after seeing a model demonstrate - can learn things like compassion when shown a model. • Ex. The Bowling Game Model (p 351)

9. How Modeling Affects Behavior Observational Learning Effect: Observer acquires a new behavior demonstrated by the model (i.e. learning how to swim a certain stroke or how to say something correctly in another language). Students may also take on the religious and political views of their parents as well as adopt the attitude of their teachers. Response Facilitation Effect: Observer displays a previously learned behavior more often if they have seen a model rewarded for that behavior.

10. How Modeling Affects Behavior Response Inhibition Effect: Observer displays a previously learned behavior less often if they have seen a model be punished for that behavior. Response Disinhibition Effect: Observer displays a previously forbidden behavior more often if they see a model demonstrate this behavior without being punished

11. Characteristics of Effective Models Competence: Learners will try and imitate model who does something well. It is also beneficial for learners to observe the product of something done well (i.e. the artwork of Van Gogh or the music of Beethoven) Prestige and Power: learners more often imitate someone who is famous or powerful, like world leader or a pop star. Children may also imitate the behaviors of the popular kids in class

12. Characteristics of Effective Modeling “Gender-Appropriate” Behavior: Learners are likely to take on behaviors that they consider appropriate for their gender. Showing them models that do not fit the typical gender stereotypes can broaden their perceptions and can open them up to more career possibilities. Behavior Relevant to their Own Situation: more likely to develop behaviors that they feel will help them with their own circumstances.

13. Helping students make the most of models

14. 4 Factors Attention: to learn effectively, the learner must pay careful attention to the model. Retention: The student must remember what they observed the model do. As teachers, it would help if we described our procedure. Motor Reproduction: the learner must be able to reproduce the behavior that was modeled. Motivation: the learner must be motivated to demonstrate the behavior. All 4 of these must be present in order for modeling to have maximum results.

15. How Self-efficacy Affects Behavior and Cognition Activities: people tend to choose activities that they believe they will be successful in. Goals: People will set higher goals for themselves if they have a high self-efficacy. These goals usually reflect traditional gender stereotypes. Effort and Persistence: people with high self efficacy will put more effort into new tasks. Learning and Achievement: people with high self-efficacy tend to learn and achieve more than those with low self-efficacy

16. Factors Learner’s Previous Success and Failures: Learners are more likely to believe they can succeed at a task when they have succeeded at it or one similar to it in the past. Resilient self-efficacy- belief that one can perform a task successfully even after experiencing setbacks. Messages from Others: reinforcement from others and recognition of things done correctly helps with self-efficacy

17. Factors Successes and Failures of Others: a learner is likely to form opinions about his/her capabilities by observing the successes and failures of others, particularly those who are similar to them (friends, people in the same level of classes, etc) When students see similar ability classmates succeeding, they are optimistic. Successes and Failures Within a Larger Group: Learners have a greater self-efficacy when in a group Collective self-efficacy- People’s beliefs about their ability to be successful when they work together on a task.

18. Self-regulation: The standards and goals we set for ourselves The way we monitor and evaluate our own cognitive processes and behaviors The consequences we impose on ourselves for our successes and failures. We control our thoughts and actions rather than other people or circumstances controlling them

19. Emotion Regulation Emotion Regulation- Process of keeping in check or intentionally altering feelings that may lead to counterproductive behavior. 2 pronged approach - control how they express their feelings - reinterpret events in order to put a positive spin on it Students’ abilities to control their emotion has some dependence on their neurological maturation. Teachers can encourage strategies to control feelings that might lead to negative behavior that they regret later.

20. Self-Instructions Self-Instructions- instructions that one gives oneself while performing a complex behavior. Some students need reminders of what to do in particular situations. Self-instruction can be beneficial with students who act without thinking. 5 steps - Cognitive modeling -Overt, external guidance - overt self-guidance - faded, overt self-guidance - covert self-instruction

21. Self-monitoring Self-monitoring- observing and recording one’s own behavior Evaluating how well we are doing helps us make progress towards our goals. When we see progress we are more likely to continue. Research indicates that self-focused observation and recording can bring changes in behavior.

22. Self-Evaluation Self-Evaluation- judgment of one’s own performance or behavior. Critical for long term success Teachers can provide self-assessment instruments that show students what to look for as the evaluate their work. Can have them compare their evaluation with others’ judgments of their work

23. Self-Regulated Problem Solving Students are more likely to become independent problem solvers when given guidance and scaffolding. Provide a general structure for students as they approach complex problems. Provide peer mediation- the approach to conflict resolution in which a student (serving as a mediator) asks peers in conflict to express their differing viewpoints and then work together to come up with a compromise.

24. Peer Mediation Students can help peers resolve differences by taking these steps: 1. Define conflict 2. Explain their own perspective 3. Explain other person’s perspective 4. Identify three possible solutions 5. Reach an agreement that addresses the needs of both parties. In peer mediation sessions, students model effective conflict-resolution skills and they may eventually internalize the skills and apply them to solve their own problems. Effective with students of diverse backgrounds

25. Fostering Self-Regulation Help students set challenging but realistic goals. Have students observe and record their own behavior. Teach students instructions so that they can remind themselves of what they need to do. Encourage self-evaluation Teach students to reinforce themselves for appropriate behavior. Give them the opportunity to practice learning new skills on their own. Provide strategies that they can use to solve interpersonal problems.

26. Reciprocal Causation No one ever promised that life is simple. Teaching someone how to learn isn’t simply due to one factor or another. Various aspects build upon each other to produce students who succeed and students who fail.

27. It might be helpful to view student behavior as one part of a Feedback Cycle – change the direction of one element and the entire process can start to get better. Change nothing and the cycle only deepens. Reciprocal Causation Self-perceptions of failure and incompetence lead to failure But with the right ways to motivate and evaluate students…. Self-perceptions of competence leads to success

28. Reciprocal Causation Nature, Nurture and Notions. It is impossible to get inside the head of a student and rearrange their thoughts to make them better students. The student is an active part of his or her thinking. We can and do affect the Environment of the student, at least in our classroom. Outside factors like negative neighborhood models and the value of education at home are beyond our control. We can also try to change the behavior of students to more positive directions, but they must be convinced to participate. Tie school success to their own value system. How can our behavior serve to improve the behavior of our students? “Why do I need to study for this stupid math test anyway? I’m going to fail and have to take it in summer school with the other dumb kids. I just know it.”

29. Reciprocal Causation It may be a tall order but we must tailor our classroom to project an environment that promotes good behavior by: Realize that students’ behavior has a reason behind it Remember that each student is a different person with a different perspective. Attempt to bring their personal perspectives into the class. Make students feel like they are a valued part of the class environment. Attempt to keep every student involved. Try to get to know your kids and what they’re going through! Its easy to judge, but harder to actually understand what forces affect your students’ behavior Some students will be stubborn in keeping their negative views of their self-efficacy. Having their teachers give up on them will only make things worse, reinforcing their negative sense of self-efficacy. A better learning Environment can change Behaviors which ultimately can change the Person

30. Diversity from Social Cognitive perspectives Many students have negative attitudes toward learning because they see few, if any, positive models of academic success who resemble them in race, gender or disability. Providing positive models from a variety of different backgrounds can change perceptions of what is acceptable and what is possible.

31. Big picture, summary,

32. Further resources/beyond the book Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall. Burney, V. (2008). Applications of Social Cognitive Theory to Gifted Education. Roeper Review, 30(2), 130-139. doi:10.1080/02783190801955335. Nabi, R., & Clark, S. (2008). Exploring the Limits of Social Cognitive Theory: Why Negatively Reinforced Behaviors on TV May Be Modeled Anyway. Journal of Communication, 58(3), 407-427. doi:10.1111/j.1460-2466.2008.00392.x. Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer series in cognitive development. New York: Springer-Verlag. WEB Links for use in your own classroom: http://www.kyae.ky.gov/NR/rdonlyres/FA13B910-FABD-49F8-84AF-D45F8157E2FC/0/SelfEfficacyActivites.doc http://www.des.emory.edu/mfp/self-efficacy.html

33. Activity! Has this cat has proven his sense of self-efficacy?