Educational Psychology, ALE, 11 th Edition ISBN 0137144547 © 2011 Pearson Education, Inc. All...

Educational Psychology, ALE, 11th EditionISBN 0137144547

© 2011 Pearson Education, Inc.All rights reserved.

Social Cognitive Views of Learning and Motivation

Cluster 10

Modules 27 – 28

Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100

© 2011 Pearson Education, Inc.All Rights Reserved.2

Focus Questions What is triadic reciprocal causality and what

role does it play in social cognitive theory? What is self-efficacy and how does it affect

learning in school? What are the sources of self-efficacy? What is teachers’ sense of efficacy? How does self-regulated learning work—

what are the phases? How can teachers support the development

of self-efficacy and self-regulated learning?



Overview of Cluster 10

I. Social Cognitive TheoryII. Applying Social Cognitive TheoryIII. Self-Regulated LearningIV. Teaching Toward Self-Efficacy

and Self-Regulated LearningV. Diversity and Convergences in

Theories of Learning



What Would You Do?

Review “What would you do?” on p. 421

What organizational skills do students need for your subject or class?

What could you do to teach these skills, while still covering the material that will be on the proficiency or achievement tests the students will have to take in the spring?



I. Social Cognitive Theory Albert Bandura “beyond” behaviorism Triarchic reciprocal causality Key concepts: Self-efficacy & self-

regulated learning



Albert Bandura

Had to become a self-regulated learner to overcome a lack of educational resources

On faculty at Stanford (since age 28) Most of what we know about social

cognitive theory is based on his work



Social Cognitive Theory: Beyond Behaviorism

Behavioral views of learning provide inadequate explanation of learning language and culture

Social Cognitive Theory includes learning from modeling (the social) as well as thoughts, beliefs, expectations, judgments (the cognitive)

Can you think of some types of learning that are difficult to explain using behaviorist theory?



Triarchic Reciprocal Causality

Dynamic interplay between personal, environmental, and behavioral influences

Personal factors: beliefs, expectations, attitudes, knowledge

Environmental factors: resources, other people, physical settings

Behavioral factors: actions, choices, verbal statements



Triarchic Reciprocal Causality: An Example from the ClassroomJulia has to care for siblings because her mother

has to work late (social influence) and can't study for test resulting in a poor grade (behavioral outcome). The teacher then lowers his expectations and, in turn, his behavior towards Julia (social influence). Julia begins to doubt her ability and lowers the goals she has for the class (personal factor) which then impacts the effort she puts forth toward studying for the next test (behavior).

What are some ways to reverse this cycle?



Self-Efficacy & Agency

Self-efficacy: Beliefs about personal competence in a given area

Human agency: Ability to make intentional choices, design and execute plans and actions

What are the implications? How may teachers change their practices to support student agency?



Self-Efficacy, Self-Concept, Self-Esteem Self-Efficacy

Context specific Strong predictor of behavior “I can do this problem in math”

Self-Concept Description of self based on comparison to a

reference (self or others) Weaker predictor of behavior “I am good at math”

Self-Esteem Judgment of self worth “I feel good about myself because I am good at math”



Sources of Self-Efficacy

Mastery Experiences Direct success increases efficacy;

failure lowers it Strongest source in adults

Physiological & Emotional Arousal One’s interpretation of arousal is key Anxious & worried or excited &

“psyched”?



Sources of Self-Efficacy cont’d

Vicarious Experiences Watching someone successfully complete

the task increases efficacy—especially if we think we are similar the model

Strong source of self-efficacy in children Social Persuasion

“pep talk” Influenced by credibility & expertise of

persuader



Modeling: Learning from Others

Characteristics of successful models Developmental status of observer:

students need to be able to attend to the model and utilize the strategies they observe

Model prestige & competence: More attention paid to competent, high-status models

Vicarious consequences: Valued consequences are important—”yes, my classmate was able to diagram that sentence, but do I care?”



Modeling: Learning from Others

Characteristics of successful models cont’d Outcome expectancy: “Did the model

perform behavior that produced a favorable outcome?”

Goal setting: “Does the model’s behavior help me obtain my goals?”

Self-efficacy: ”My classmate was able to do it, maybe I can too!”



II. Applying Social Cognitive Theory

Fundamental questions: How to best use observational

learning? How can teachers increase students’

sense of efficacy? What is teacher’s sense of efficacy,

and what does it mean for me?



Observational Learning in Teaching: Guidelines

Show enthusiasm for what you are teaching!

Demonstrate the task Model good problem solving: Invite

students into your thinking process Explicitly point out consequences for

good (and bad) behavior Be fair in passing out rewards



Self-Efficacy in Learning and Teaching: Guidelines Teach students specific learning strategies Reward students for achievement when it

signals increased competence Emphasize progress:

Encourage the adoption of short-term goals that make it easier to see progress

highlight earlier work students have done to show development

encourage students to improve projects in when they have learned more



Self-Efficacy Guidelines cont’d…

Model mastery: Set goals that help students recognize improvement Share examples of how you or others have

developed abilities in a given area Don’t excuse failure due to problems outside of

school, but help students succeed in school Make specific suggestions for improvement

and adjust grades accordingly: Write comments on work that note what was correct,

incorrect, and why mistakes may have been made Experiment with peer editing Show how the higher grade reflects greater

competence



Self-Efficacy Guidelines cont’d…

Connect past efforts and accomplishments: Ask students to reflect on how they solved difficult

problems Confront self-defeating, failure-avoiding strategies

How might the adoption of failure-avoiding strategies undermine a strong sense of self-efficacy?



Teacher’s Sense of Efficacy

Teacher’s belief that s/he can help even difficult students learn

One of the few personal characteristics associated with student learning

Promoted by supportive administrators with high expectations for student success

Teacher’s sense of efficacy is generally high during student teaching, but lowers the first year of teaching

What can you do keep your self-efficacy intact during the first year of teaching?



III. Self-Regulated Learning

‘Skills’ and ‘wills’ involved in analyzing tasks, setting goals, planning, applying, and making adjustments for learning

Goal of teaching: that students would learn independently throughout their lives



Factors Influencing Self-Regulation

I. Knowledge of Self—preferred learning approaches,

what is easy/hard, coping ability, interests, how to use strengths

Subject Tasks for learning—different tasks

require different approaches/strategies

Learning contexts



Factors Influencing Self-Regulation cont’d

II. Motivation With self-regulated learners, learning is

valued over ‘looking good’ Self-regulated learners see purpose in the

task III. Volition

Protecting opportunities to reach goals Should I study in my dorm room knowing

my roommates will return shortly to “coerce” me into going back out with them to have a good time?



The Cycle of Self-Regulated Learning



Cognitive Behavior Modification Focus on self-talk to regulate behavior Five steps:

Cognitive modeling: Adult performs task while ‘thinking out loud’

Overt, external guidance: Child performs task under adult’s instructions

Overt, self-guidance: Child performs task by instructing her/himself aloud

Faded, overt self-guidance: Child whispers instructions to self

Overt self-instruction: Child performs task while guiding performance with inner speech



Supporting Self-Regulation

Emphasize encouragement Teach students to encourage one another Inform parents of the areas where their

children could use the most support Model self-regulation

Target small steps for improving academic skill

Discuss with students how to set goals and monitor progress



Supporting Self-Regulation cont’d

Make families a source of good strategy ideas Give students strategies they can use at

home Create a lending library of books on goal

setting and strategies Encourage families to help children focus on

problem-solving processes Provide self-evaluative guidelines

Develop rubrics for self-evaluation for students

Provide record-keeping sheets



Emotional Self-Regulation

Critical for academic and personal development

Essential emotional self-regulation skills: Knowing self and others Making responsible decisions Caring for others Knowing how to act



Encouraging Emotional Self-Regulation

Create a climate of trust Avoid listening to ‘tattle tale’ stories Avoid unnecessary comparisons Follow through with fair consequences

Help students recognize & express feelings Provide a vocabulary of emotions Be descriptive about your own emotions Encourage students to journal about their

feelings



Encouraging Emotional Self-Regulation cont’d

Help students recognize feelings of others Encourage perspective taking

Provide coping strategies Discuss different ways to handle intense emotions Model strategies—talk about how you handle intense

emotions Help students recognize cultural differences in

emotional expression Have students discuss how they show emotions in

their family Teach students to ask others how they are feeling



IV. Teaching Toward Self-Efficacy and Self-Regulated Learning

Assign complex tasks. The best are: Achievable, yet challenging Have multiple goals Engage students and extend over long periods of

time Provide students w/ info on their progress

Share control with students Choice results in increased motivation and

responsibility for the task Choice allows student to adjust level of challenge Model good decision making for students



Teaching Toward Self-Efficacy and SRL cont’d

Assign tasks that are self-evaluative Evaluation embedded within activities Should emphasize process as well as products Focus on personal progress Often less anxiety than traditional assessment

Encourage collaboration Effective collaboration reflects climate of community Collaboration encourages co-regulation



V. Diversity and Convergences in Theories of Learning Culture, social context, personal history,

ethnicity, language, and racial identity all shape personal characteristics (beliefs, knowledge), environmental features, and behavioral actions and choices

How might being a member of an ethnic, racial, or linguistic group not representative of the majority affect one’s knowledge and beliefs? If you are a member of the majority culture, do you think your thinking would change were you to move to a region of the world where members of your race were in the minority or where your language was not commonly spoken? What are the implications for teachers?



Convergences of Theories of Learning

Four “pillars of teaching” Constructivist: students must make sense

of the material Cognitive: Students must remember what

they have understood Behavioral: Students must practice and

apply learning Social Cognitive: Students must take

charge of their own learning

Educational Psychology, ALE, 11 th Edition ISBN 0137144547 © 2011 Pearson Education, Inc. All...

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Transcript of Educational Psychology, ALE, 11 th Edition ISBN 0137144547 © 2011 Pearson Education, Inc. All...