1. Social Cognitive Theory
August 11, 2012
EDUC518 - Dr. Susanne Foulk
TAP 3 Web 2.0 Project
By: Shannon Lopez
2. The Big Idea
Social Cognitive Theory is based on the assumption
that people learn by observing others including
peers, teachers, siblings, parents, and role models.
This theory emphasizes the importance of self-
regulation and self-instruction as learners filter the
impact of the environment and take responsibility for
their own learning.
Additionally, Social Cognitive Theory recognizes the
values of personal motivation and goal-setting in the
process of mastering content knowledge and in
human performance beyond the classroom.
3. Strength
The main strength of Social Cognitive Theory is represented in
Bandura’s Triadic (Redmond, 2012), which illustrates how the
person, behavior, and environment mutually influence each other.
High emphasis on personal responsibility places the element of
control within the individual and defines the importance of
monitoring and regulating one’s own progress as a learner.
4. Weakness
Teachers should keep in mind that the reasons for
punishments and rewards should be clearly defined in the
classroom environment. When students do not fully
understand why they have received either an A grade or a
reprimand, they are not likely to internalize the meaning
behind those situations (Ormrod, 2011, p. 326). This results
in confusion and/or lowered self-efficacy levels, neither of
which are beneficial for maximizing learning potential.
5. Social Cognitive Theory In Action
Mr. Hogan applied Social Cognitive Theory in two
significant ways when teaching a social studies lesson to
his 4th grade class:
First, he encouraged active listening among peers by
reinforcing the phrases “I agree with…” and “I disagree
with…” as students listened and responded to their age-mates
in the class discussion. In this way, he prioritized the concept
that students learn by observing and hearing each other
(Ormrod, 2011, p. 324).
Secondly, Mr. Hogan supported the growth of student self-
efficacy by restating the students’ comments and explaining
why their responses were good answers to the questions he
asked about the effects of the printing press on human
communication. This exhibited his knowledge that each
student’s beliefs about their ability to effectively contribute to
a class discussion were influenced by messages he, the
teacher, communicated (Ormrod, 2011, p. 338).
6. Lesson Redesign
In the future, Mr. Hogan could focus on the question: “Why is it
important to be able to communicate easier…why is that an
important part of our modern world?” Narrowing the question
would help the students directly connect the early invention of the
printing press to the development of our modern global economy.
He could organize groups of 4-5 students and direct the groups to
produce posters with responses explaining “how it helps us, in our
world” to communicate easily with people all around the planet.
Group poster presentations shared with the whole class would
provide an opportunity for students to actively assert themselves
in their own learning process as well as a tangible way to assess
the students’ work.
7. References:
Fourth Grade, Canoga Park - Mr. Hogan. (n.d.). Retrieved
August 11, 2012 from
https://www.2sc.usc.edu/mod/assignment/view.php?id=20975
Ormrod, J.E. (2011). Educational psychology: Developing
learners (7th edition). Boston, MA: Pearson Education.
Redmond, B. (2012, July 10). Self-Efficacy and Social
Cognitive Theories. Retrieved August 11, 2012 from
https://wikispaces.psu.edu/display/PSYCH484/7.+Self-Efficacy+an
