Essay - Social Cognitive theory PDF

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Social Cognitive theory Social-Cognitive Theory is a theory that focuses on how children acquire and learn behaviors social interactions with their enviroment (Woolfolk & Margetts 2016, p. 314). This paper will discuss the significant aspects of the theory to children’s development and learning and reflect on the implications they have on primary teachers in relation to their pedagogy. Firstly, the paper will critically examine the significance of the key concept to understanding children’s learning and development. The discussion continues with an explanation of the connections between the concepts and children’s development. This is then followed by a reflection on how the theory informs educators practices. Finally, the strengths and limitations of the theory will be outlined.

Bandura believed that the key concept that influence children’s learning is through observing other’s, which is known as observational learning (White & Hayes 2010, p.11). Observational learning is defined as the process of learning by observing, remembering and reproducing the behaviors performed by models (White & Hayes 2010, p.11). He claimed that children decide their behaviors, altitudes and responses by observing how other people behave, react and respond (White & Hayes 2010, p.11). According to Bandura there are four-step model of observational learning that need to operate in order for learning to take place: attention, retention, reproduction and motivation (White & Hayes 2010, p.11). In order for the observer to learn the behavior they must pay attention to the model and recognize the important features to attend (White & Hayes 2010, p.11). The observer then has to remember and form a mental representation of what has been observed to be able to reproduce it later on in the future (White & Hayes 2010, p.11). The third the process is reproduction, where the observer must be able to reproduce the learned behavior (White & Hayes 2010, p.11). He believed that the learner must be motivated with an incentive reinforcement to reproduce an accurate performance of the observed behavior (White & Hayes 2010, p.11). There are three types of reinforcements that are used to encourage the process of learning through observation (Woolfolk & Margetts 2016, p.317). They are direct reinforcement, 1

vicarious reinforcement and self-reinforcement (Woolfolk & Margetts 2016, p.317). Direct reinforcement is given as a reward for performing the accurate observed behaviour by the model (Woolfolk & Margetts 2016, p.317). For instance, a child is rewarded with a sticker for behaving good. Vicarious reinforcement is when the learner sees peers reinforced on a particular behaviour and imitate it for the desire of the reinforcement (Woolfolk & Margetts 2016, p.317). For example, if a classmate is seen to receive positive praises for setting quietly during story time, they too will sit quietly during story time. Self-reinforcement is the selfsatisfaction the learner gains from being able to perform the observed behaviour (Woolfolk & Margetts 2016, p.317). For instance, a child doing their homework to fulfil their dream of being a good girl. Observational learning happens automatically in a child; therefore, it is recognised as a powerful learning tool in shaping moral development in children.

Children’s learning and behaviours are influenced by three factors, they are referred to as ‘Triadic reciprocal causation’ (Green 2010, p.230). According to Bandura Triadic reciprocal causation is described as the interaction between personal factors, behavioral pattern and environmental factors that determine what, where and when learning occurs (Green 2010, p.230). He stated that behavioral patterns take into consideration the complexities, choices, actions, persistence and motivations of the child, which influence the way their behaviors and learning is shaped (Green 2010, p.230). He claimed that personal factors such as the child’s past learning, beliefs, goals, self-efficacy and self-regulation have a strong influence on their behaviors and learning too (Green 2010, p.230). He also indicated that environmental factors that consider the situation in which learning is taking place also has a strong impact on the behavior and the learning children undertake, which refers to the relationships between the model and the observer, social and physical environment, consequences and the characteristics of the model (Green 2010, p.230). For example, A math teacher has asked Lisa a question about math. According to Bandura the three factors from triadic reciprocally will influence the way she response the question (Green 2010, p.230). Behavioral factors (such as her knowledge about the question or her ability to answer the question correctly), personal factors (such as her beliefs on how important the question is) and environmental factors (such as the current class 2

condition Lisa is in) will interact and influence how Lisa responds to the question (Green 2010, p.230). This factor has a strong influence on how children learn and behave the way they do.

self-efficacy is one of the most important determinants of behavioral change in a child (Bandura 1968, p. 71). It is defined as the personal beliefs about one’s abilities to learn or perform behaviors and activities at a particular level of performance (Bandura 1968, p. 71). A child who has a high self-efficacy have faith in their abilities and are able to face difficult tasks as challenges to be controlled and overcome. (Bandura 1968, p. 72). However, individuals with low self-efficacy delay their abilities and maintain a weak commitment to their goals, lack effort in their performance and give up quickly (Bandura 1968, p. 72). According to Bandura, there are four sources of influence that can strengthen a child’s self-efficacy (Bandura 1968, p. 72). The first one is through mastery experience, which is when a child is faced with experiences in overcoming obstacles maintaining effort and assurance (Bandura 1968, p. 74). A child’s beliefs about their abilities strengthen as they face some setbacks and difficulties (Bandura 1968, p. 74). The second one is through vicarious experiences, a child’ s beliefs about their abilities to succeed strengthen when they see other people such as their peers succeed (Bandura 1968, p. 74). The third is through social persuasion, a child is provided with verbal persuasion that they can succeed and perform difficult tasks if they try hard and put effort in (Bandura 1968, p. 75). The last one is physiological factors that help a child determine if they can do a task or not (Bandura 1968, p. 75). For example, a child who gets stress reactions such as sweating or raising hearts every time near a task have negative feelings about their abilities and feel that they can’t do it (Bandura 1968, p. 75). Children must develop a high self-efficacy, because it is the only way to success in life (Bandura 1968, p. 75). This means how a child thinks, feels and behaves is influenced by the level of their self-efficacy, which determine their achievements and wellbeing.

Self-regulation is an important skill that need to be developed in the early years of schooling (Woolfolk & Margetts 2016, p. 372). It is described as the process of monitoring one’s own actions, behaviors, motivation and learning. Children who are self-regulated and are in charge of

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their own learning, motivation and self-discipline find learning easy (Woolfolk & Margetts 2016, p. 372). Bandura stated that children who are self-regulated learners set and plan goals that suit their moral standard and maintain effort to achieve them (Woolfolk & Margetts 2016, p. 372) For example, a child may use flash cards as a strategy to achieve his goal of studding new vocabulary words given by the teacher for a test. Self-regulated learner use and practice a cycle of four stages as effective learners: Analyzing the task, setting goals, devising plans, engaging in learning and regulating their approach to learning (Woolfolk & Margetts 2016, p. 372). For example, A child in fifth grade is given a task, she first analyses the task to make sure she knows what she is doing and then create a plan of how she is going to do the task. Children who learn and monitor their own actions and behavior are able to build strong relationships, learn effectively, concentrate, mange emotions, solve problems and deal with daily situations effectively (Woolfolk & Margetts 2016, p. 374). This means that it is important for a child to be a self-regulated learner, because it cornubites to developing a healthy mental wellbeing and helps them create good habits and improve their study skills to promote academic achievements and lifelong learning successes (Woolfolk & Margetts 2016, p. 374).

Social cognitive theory is widely used in educational setting by teachers that inform their educational pedagogy. As educators integrating observational learning as a strategy in how they teach is beneficial in terms of modelling good behaviors, maintaining children’s attention, improving children’s learning outcomes, increase moral behaviors and attitudes and enhancing motivation (Woolfolk & Margetts 2016, p. 320). Teachers can apply observational learning technique in their teaching by making sure a rich resourceful environment that can help students maintain attention and learn effectively (Woolfolk & Margetts 2016, p. 320). They must make sure they use peers as models for supporting students with their learning as children learn from people who are similar to them (Woolfolk & Margetts 2016, p. 320). For example, teachers can pair students who do not do well with students who do well, so they can be role models and help their peers with their learning (Woolfolk & Margetts 2016, p. 320). Educators must also be able to maintain motivation in their teaching and interactions such as using praises as reinforcement when they see students preforming correct and positive behaviors (Woolfolk &

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Margetts 2016, p. 320). For example, a math teacher sees Elisa doing a good job on her homework and she says ‘good girl’ to encourage her to keep it up. In order for teachers to be able to organize activities and model clear and explicit instructions, they need to know how their students learn(Woolfolk & Margetts 2016, p. 320).

Bandura’s social cognitive theory has a variety of significant strength. The theory explains how a child’s cognition and environment influence the formation of their behaviors and knowledge (Behavioral Change Model 2016). It also explains factors that motivate a child to work towards their goals such as reinforcement and self-efficacy (Behavioral Change Model 2016). He stresses the importance of a of being self-regulated learners and being in charge of their own learning. It focuses on the idea that learning by observation in a child’s social environment influences lifelong learning and development (Behavioral Change Model 2016). He claims that children are in control of their learning and motivation to learn by introducing the concepts such as selfregulation and self-efficacy. He also stresses the importance of using tools that provide a rich and resourceful environment for a child to take an active role in their learning and development. (Behavioral Change Model 2016). Bandura also stated that media is another source that can model behaviors in a child, that can be used in their learning (Behavioral Change Model 2016). However, there are also a variety of weaknesses that need to be considered when teachers use this theory. Bandura believed that when children’s environment change, their personality and behaviors also change, which is not always true (Behavioral Change Model 2016). Another weakness it only focuses on the influence of learning on behavior, it does not take into account the influences that biological and hormonal tendencies may have on a child’s behavior (Behavioral Change Model 2016). The theory is not clearly organized and unified in terms of the concepts (Behavioral Change Model 2016).

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As discussed in this paper, Bandera’s social cognitive theory determines how children develop new styles of behaviors and learning. children’s learning and development in there early years of schooling is deeply entwinned with every aspect of their lives, particularly in the way they respond, behave and learn. These is extensively reflected in the theory and educators are to take advantage of and integrate it in their teaching to support the learning of children. Educators can help children foster learning and development through being good role models in every aspect of their teaching. Word count: 1550 References Bandura, A 1968, Self-efficacy, Ramachandran, V.S. (ed.), San Diego, CA : Academic Press,c1994, Encyclopedia of human behavior, San Diego, viewed 16 May 2018 at https://search.library.unisa.edu.au/media/readings/99114977101831/5385823010001831 Behavioral Change Model, 2016, The Social Cognitive Theory, viewed 17 May 2018, http://sphweb.bumc.bu.edu/otlt/MPHModules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html Green, M 2010, Theories of Human development, Allyn & Bacon Publishers, University of North Carolina. White, F & Hayes, B 2010, Developmental psychology from infancy to adulthood, Pearson Australia, National Library of Australia Cataloguing-in-publishing entry. Woolfolk, A & Margetts, K 2016 Educational psychology, 4th edn, Pearson, South Melbourne.

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