1. Social Cognitive Theory
of Learning
Theory Application Product – Web 2.0 Project
University of Southern California
Education 518 Section 27716
March 2, 2014
Dr. Corinne Hyde
2. Social Cognitive Theory
• Social Cognitive Theory (SCT) was originally called Social Learning
Theory.
• Developed by Albert Bandura during his research at Stanford
University from 1953 to 2010.
• His theory focuses on how and what people learn by observing
others and how it may or may not impact their behavior.
• Early in his research Bandura focused on how people acquired
behaviors and the effects of reinforcement and punishment. These
behaviorist concepts contributed to the early development of SCT.
• As psychological research moved toward studying cognitive
processes, Bandura integrated this new approach into his research
and theory. In order to reflect the importance of this area of
research, he changed the name of his theory.
Source: Ormrod, 2014
3. Bandura’s
Development of SCT
1953
Accepts
Professorship
at Stanford
University
Research on
Aggression &
Behavior
Modification
1963
1977
Conducts Bobo Doll
Experiment modeling
aggressive behaviors
toward dolls with three
groups assigned a model
that was punished,
rewarded or no
consequence, for their
aggressive behavior .
Published
Social
Learning
Theory
Research on Social
Learning, Personality
Development &
Behavior Modification
1986
Published
Social
Foundations
of Thought
and Action: A
Social
Cognitive
Theory
Development of
SCT and
Research on
Self-Efficacy
1995
Published Self
Efficacy in
Changing
Societies
Source: http://www.muskingum.edu/~psych/psycweb/history/bandura.htm, 1999
4. Basic Assumptions of
Social Cognitive Learning:
Learn by Observing
Others
Cognitive Processes Effect
Learning and Behavior
Models can be live, symbolic
or provide verbal instructions.
They provide information to
be cognitively processed as a
behavior an individual may
imitate, avoid or not act upon
at all.
Learn by
Observing
Others
Source: Ormrod, 2014
Self Regulation Increases
With Age
Individuals set goals based on what
they think they can achieve. One’s
perceived level of self efficacy effects
how hard he or she might apply
themselves in the pursuit of set
goals.
Learning is an
Internal
Process
Cognitive Processes
Effect Learning and
Behavior
Learning is an
Internal Process
Learning may or
may not be
accompanied by a
change in current
or future behavior.
A young child requires constant
guidance in order to achieve
goals. As an individual
matures, he or she will take
more ownership of goals and
becomes more aware of the
need to monitor and control
their behavior in order to
achieve these goals.
People and their
environment
continually
influence each
other
Self Regulation
Increases with
Maturity
People & Their
Environment
Continually Interact
Reciprocal Causation refers
to this constant interaction
between a person, their
environment and their
behavior.
5. Strengths
•
•
•
Weaknesses
A comprehensive theory
that takes human
behavior, cognition and
environment into
account.
Addresses how
reinforcement and
punishment as well as
self-efficacy effect
motivation and how an
individual will work to
attain goals.
Focuses on the
importance of selfregulation in learning.
•
Strengths and
Weaknesses
Of Social Cognitive
Theory
Source: Ormrod, 2014
•
Does not address full
complexities of human
differences beyond
acknowledging that they
exist. Does not focus on
personality traits,
biological differences,
mood, etc., when
explaining behaviors and
their associated cognitive
processes.
Loosely organized theory
with few research based
systematic procedures or
protocols to follow in the
classroom.
6. 01.25
Children shared with the class what
they learned from their partners.
00.19
Mr. Hogan instructs
his class to, “Think,
Pair, Share” based on
a question of how
the printing press
has effected their
lives.
04:15-15:38
Mr. Hogan models behaviors he wants the children
to exhibit during the class forum.
02:52
Whole class
forum. Mr.
Hogan instructs
the students to,
“…listen and
respond to each
others ideas
about the
passage from
the text.
15.38-17.46
Mr. Hogan
summarized key
themes from his
notes he took
during the class
discussion.
Source: 4th Grade Canoga Park
https://2sc.rossieronline.usc.edu/mod/assignment/view.php?id=50743
7. Mr. Hogan as a Model
•
•
•
•
Gave verbal
instructions of how to
act in pairs as well as
in the class forum.
Was a good listener
and took notes on
discussion.
Addressed class, gave
his opinion on what
others said, and cited
them by name and
point.
Summarized findings.
Many Hands Make Light
the Work
Learn by
Observing
Others
Collective
Self Efficacy
Reading, Speaking & Writing
These 4th Graders read a nonfiction text, reflected and made
connections with the
information, discussed it with a
peer, presented with the class
and took notes that allowed
them to summarize what they
learned from the lesson.
Multiple
Modes of
Information
Exposure
Increases
Retention
Productive
Interpersonal
Behaviors
Source: Ormrod, 2014
Learners may believe they
can achieve more difficult
tasks if they work in a
group as there are multiple
people working to support
the whole. A student is
more likely to engage in a
task if they believe they can
successfully complete it.
Small Working Groups
Interpersonal skills are
needed to be successful on
the playground, in the
classroom, in families,
friendships and work.
Small working groups help
hone important
interpersonal skills.
8. Environment:
•
•
•
In the video, the children have notes as well as
rules on how to conduct themselves during
class forums.
The students see their teacher as a
competent, successful individual, and want to
emulate his enthusiasm for the topic as well
as his behaviors.
The learners see their peers engaging in the
modeled behaviors and also want to take part
in the social learning environment.
Environment
Individual
Person
Reciprocal
Causation
There is a continual
interaction between a
person and how they
choose to perceive
their environment.
Some of these
interactions can be
observed in the
responsive behaviors
exhibited by that
individual.
Individual Person:
•
•
•
Self-regulation is utilized by the
students in order to follow the process
of the lesson and be able to answer the
teacher assigned questions.
Use of well developed interpersonal
skills in order to complete the lesson
assignment without upsetting people.
Development of self-efficacy after
receiving direct or vicarious
reinforcement from Mr. Hogan on their
successful participation.
Behaviors
Behaviors:
•
Source: Ormrod, 2014
Multiple raised hands and active engagement in a
challenging discussion while adhering to the class rules.
9. Reflection on Benefits of Social
Cognitive Learning
Working together,
we achieve more
because we have a
higher self efficacy.
When we believe we
have a high chance
of success, we are
motivated to
endeavor harder
and longer on more
difficult goals.
Source:
Ormrod, 2014
After working in a
group, we have a
greater
understanding of
how to achieve a
task, and may be
able to achieve
more difficult tasks
on our own in the
future.
10. • Lesson Redesign:
•
•
•
•
•
•
Instead of the whole class sharing, each table group
would create one brief outline of the main concepts of
the positive impact of the printing press and how it
effects us today.
One representative from the group would share
findings.
Teacher would take notes on board to model the type
of notes students should take during discussion.
Students should update their outline with any missing
concepts and hand in for assessment by teacher.
Class discussion of items or processes in our world that
are very expensive and list on board. Model invention
development for one idea.
Construct an invention poster in small groups to create
an invention that would solve an expensive barrier in
your world today.
• Learning Objective In the Video
•
The student will be able to discuss the
invention of the printing press and
how it influenced our world today
with a partner.
Sources:
1. http://weblogs.pbspaces.com/mrgoldstein2011/10/13/3coursegum-invention-poster-by-max-j-alec-b-daniel-g-lindsay-m/
2. http://www.sparkinsight.com/factlets
