Albert Bandura developed social cognitive theory which posits that learning occurs through observation and modeling behaviors. He conducted the Bobo doll experiment which demonstrated that children will mimic aggressive behaviors they observe in adults. Social cognitive theory assumes learning is influenced by environment, personal factors, and behaviors in a reciprocal relationship. Learning occurs through attention, retention, reproduction, and is motivated by models, perceived self-efficacy, and reinforcement.

2. Albert Bandura
0 Albert Bandura was born
in Alberta, Canada in 1925
0 Doctorate studies
University if Iowa.
0 Interested in behaviorist
learning theories
0 Stanford University he
began to examine
influences of social
observations and learning
in more depth (Famous
People Info, 2011)
Image: (Famous People Info, 2011)

3. Social Cognitive Theory
Bobo doll experiment:
 Adults were recorded being aggressive to bobo dolls
Children were shown the video and then allow to play
in a room full of toys
Children were aggressive to the bobo doll just as the
adults were in the video (Cherry, 2014).

4. Social Cognitive Theory
0 Through his research,
Bandura observed that
components of learning
occur though observation
and modeling behaviors
0 This concept led to the
theoretical framework of
the social cognitive
learning theory (Famous
People Info, 2011).

5. Assumptions Of Social
Cognitive Theory
0 Learning occurs by observing others and modeling
0 Internal processes and cognition of observed behavior may
or may not lead to a learned behavior ( learning
performance distinction).
0 Behavior is goal directed- goals are set and behavior is
directed to accomplishing the goal (motivation driven)
0 Behavior is eventually self-regulated
0 Punishment and reinforcement have indirect effects on the
learning process (Hurst, 2014).

6. Reciprocal Causation Model
Environment
Learning
Behavior Person

7. Environmental
factors:
Social models
Instruction
Feedback
Personal factors:
(cognitive)
Goals
Sense of efficacy
Attributions
Behaviors: Process of self-regulation
Goal progress
Motivations
Learning (Zimmerman,
1989).

8. Types of Learning:
0 Enactive Learning- learning by
doing and is reinforced by the
consequences of
actions/outcomes
0 Vicarious Learning- learning
through observation not
performance (Hurst, 2014).

9. The Learning Process
Requires:
0 Attention
0 Retention
0 Reproduction
0 Motivation

10. Social Cognitive Theory:
Modeling
0 Models can be real
people (teachers,
coaches etc.)
0 Models can also come
from media: books, TV,
Magazines (symbolic)
0 Models can influence
behavior: positively or
negatively (Schunk,
2012).

11. Characteristics of Models
Models, both real and
symbolic, have:
0 Have prestige and power
0 Models are competent
0 Perform tasks well that
others would like to be
able to do (Hurst, 2014).

12. Modeling Example
John Observers Sally
succeed
John Models Sally’s
Behavior

13. Modeling Example
Sally did well on her
test
Bobby and Sue, Jenny
and Jon want to do
well on the next test:
they study harder
after seeing Sally’s
score

14. Evaluation of Learning and
Behavior
0 Perceived self-efficacy
0 Outcome expectations
0 Goal Setting
0 Self-evaluation
0 Goal Progress
0 Cognitive modeling
0 Self-instruction
(Schunk, 2012).

15. Summary Points
Learning/behavior occurs through:
Models/modeling
Efficacy
Reinforcement
Self-regulation

16. Strengths of Theory
0 A great deal of learning
occurs from watching
others
0 Strong research to support
theory
0 People have considerable
control over behaviors
learning (motivation)
(Hurst, 2014)

17. Weaknesses of Theory
0 The theory is loosely
structured
0 Doesn’t take emotional
responses into account
0 Ignores biological differences
between individuals –genetic
factors
0 Assumes that all behavior is a
result of modeling, not
genetics, illness, or other
influences (Flamand, 2014).

18. Applications Of The Theory
Think-Pare-Share:
 By modeling the process prior to the exercise, expectations and the goal of the exercise
can be set by the instructor. By interacting with peers, students can model behavior of
those they feel are self-assured and this in turn increases self-efficacy
 The process goes something like this: a professor gives a lecture and then asks
questions about the material. Students are pared off in sets and allowed to discuss the
material. Later the students voice a conclusion/answer following the collaborative
discussions (Karge, Phillips, Dodson, & McCabe, 2011).
 Benefits: Allows for students to participate in collaborative learning and peer
interaction allows for discussion. Students are more likely to model those who they
feel are like them and competent in the area of studies (McLeod, 2011).

19. Application Of The Theory
Scenario-based learning:
This is the process of dividing students into small groups
and then providing a situational learning environment
(example CPR).
The instructor demonstrates the procedure of providing
CPR and then students emulate the behavior. Feedback is
provided and students are able to self-correct. Students
gain increased self-efficacy as they progress in the activity
( Johnson, Dana, Jordan, Draeger, Schmitt-Olabisi, Reich,
2012).

20. Application Of The Theory
The use of discussion boards in distance learning programs:
Peers have active discussions about various topics
Students are engaged and encouraged by other’s posts and topics
Self-efficacy increases, leading to better discussion
The use of video clips, pod casts, and audio clips enhance the
learning process by demonstrating concepts or tasks and
allowing for modeling and better understanding (Hill, Song,
West, 2009).

21. References
0 Cherry, K. (2014). Social Learning Theory: How People
Learn By Observation. About Education Retrieved from
http://psychology.about.com/od/developmentalpsycholog
y/a/sociallearning.htm
0 Famous People Info. (2011). Albert Bandura: Theory Dollar
and Miller. Retrieved from
http://famouspeopleinfo.com/albert-bandura-theory-dollar-
and-miller/
0 Flamand, L. (2014). Limitations of Social Cognitive Theory.
Ehow. Retrieved from
http://www.ehow.com/about_5421206_limitations-social-cognitive-
theory.html

22. References
Hurst, M. (2014). Social-Cognitive Learning Theory: Definition and
Examples. Education Portal retrieved from http://education-portal.
com/academy/lesson/social-cognitive-learning-theory-definition-and-
examples.html#lesson
Hill, J.R, Song, L., West, R. E. (2009). Social Learning Theory and Web-Based
Learning Environments: A Review of Research and Discussion of
Implications. The American Journal of Distance Education, 23:1-16
Johnson, K. A., Dana, G., Jordan, N.R., Draeger, K.J., Kapuscinski, A., Schmitt-
Olabisi, L.K., Reich, P.B. Using Participatory Scenarios to Simulate Social
Learning for Collaborative Sustainable Development. Ecology and Society,
17(2).

23. References
Karge, B.D., Phillips, K.M., Dodson, T.J. & McCabe, M. (2011).
Effective Strategies for Engaging the Adult Learner. Journal of
College Teaching & Learning, vol. 8 (12), p. 53-57.
McLeod, S.A. (2011). Social Learning Theory. Retrieved from
http://www.simplypsychology.org/bandura.html
Schunk, D.H. (2012). Learning Theories: An Educational
Perspective 6th ed, Allyn & Bacon Publishing, Boston, MA.
Zimmerman, B. J. (1989). A Cognitive View of Self-Regulated
Academic Learning. Journal of Educational Psychology, 81(3)
329-39