Social Cognitive Theory (I)

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Social Cognitive Theory (I)

• EDU 330 Educational Psychology
• Daniel Moos

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Social Cognitive Theory Relating to Behaviorism
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Behaviorism Key concepts

• Triadic Reciprocal Causation Model
• Self-efficacy
• Self-regulation
• Self-control

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Self-efficacy Introduction

• Self-efficacy Judgment about ones capability to
  organize and complete a course of action required
  to accomplish a specific task (Bandura, 1986,
  1997)
• In your experience, what factors affect students
  self-efficacy?

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Self-efficacy Sources
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Self-efficacy Developmental Issues

• Students perceptions of academic competence
  generally declines as they advance through school
• Increased competition, less teacher attention,
  more norm-referenced grading, ability grouping
• Transitional Influences
• Movement from homeroom based to advisory role
• Role of peers
• Peer networks model similarity
• Changes in self-appraisal skills

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Self-efficacy Effects (I)
High Self-efficacy Low Self-efficacy



Accept challenging tasks
Avoid challenging tasks
Task Orientation
Expend high effort when faced with challenging
tasks
Expend low effort when faced with challenging task
Effort
Persist when goals are not initially reached
Give up when goals are not initially reached
Persistence
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Self-efficacy Effects (II)
High Self-efficacy Low Self-efficacy



Beliefs
Believe they will succeed
Focus on feelings of incompetence
Strategy Use
Persist with unproductive strategies
Discard unproductive strategies
Perform higher than low self-efficacy students of
equal ability
Perform lower than high-efficacy students of
equal ability
Performance
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The Components ofa Self-Regulatory System, 1 view

• SRL Thoughts, feelings, or actions purposely
  generated and controlled by student to maximize
  learning of knowledge and skills for a given task
  and set of conditions
• Forethought Phase
• ? Task analysis
• ? Self-motivational beliefs
• Performance Phase
• ? Self-control
• ? Self-observation
• Self-Reflection Phase
• ? Self-judgment
• ? Self-reaction

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The Components ofa Self-Regulatory System, 2nd
view
(Azevedo Moos Pintrich Winne Hadwin
Zimmerman)
PHASES Cognition Motivation Behavior Context
Planning
Monitoring
Control
Reaction Reflection
AREAS
Prior knowledge activation
Time and effort planning
Perception of task/context
Task interest
Metacognitive monitoring
Monitoring of time, effort
Monitoring changing context
Monitoring of motivation
Selection of strategies
Strategy selection for managing motivation
Behavioral strategies, such as help-seeking
Contextual choices
Evaluate task/context
Cognitive judgments
Affective reactions
Behavioral reflection
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Using SRL Theory in Research (I)
SRL N 27
Planning n 3
Monitoring n 11

Strategy Use n 13
Take notes Read notes Summarize Make an
inference Activate prior knowledge Memorize Re-rea
d...
Recycle Goals Plan Set sub-goal
Content Evaluation() Content Evaluation(-) Feelin
g of Knowing() Feeling of Knowing(-) Time
Monitoring Judgment of Learning Monitoring
Progress...
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Using SRL Theory in Research (II)
Coded Think-Aloud Transcription Example
Strategy
Strategy
Strategy
Monitoring
Strategy
Strategy
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The Components ofa Self-Regulatory System, cont.
To what extent do students self-regulate their
learning?
Strategy Total Mean
Summarizing 301 12.04
Taking Notes 266 10.64
Re-reading 116 4.64
COIS 30 1.20
Inference 25 1.00
Reading Notes 18 0.72
Drawing 11 0.44
Mnemonics 9 0.36
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The Components ofa Self-Regulatory System, cont.
To what extent do students self-regulate their
learning?
Monitoring Total Mean
JOL 98 3.92
CE 54 2.16
MUS 16 0.64
MPTG 4 0.16
Planning Total Mean
PKA 29 1.16
Sub-Goals 3 0.12
Plan 2 0.08
Strategy Use Summarization 12.04 Take Notes
10.64
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The Components ofa Self-Regulatory System, cont.
How can we support students development of SRL?

• What is the meaning of ?
• Why is important?
• What is the difference between and ?
• How are and similar?
• What is the best , and why?
• What are some possible solutions to the problem
  of ?
• Compare and with regard to ?
• How does cause ?
• What do you think causes?

• What is a new example of ?
• How would you use to ?
• What would happen if ?
• What are the strengths and weaknesses of ?
• What do we already know about ?
• How does tie in with whatwe learned before?
• Explain why
• Explain how
• How does affect ?

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The Componentsof a Learning Strategy
The Components ofa Self-Regulatory System, cont.
How can we support students development of SRL?

• Metacognition
• Analysis
• Planning
• Implementation of the Plan
• Monitoring of Progress
• Modification