Emphasizes the importance of exhibiting good and appropriate behaviors elicited from adults

3. • Birthdate: December 4, 1925
• Birthplace: Mundare in
northern Alberta, Canada
• He is the youngest child, and
only son, in a family of six

4. • Both of his parents had
immigrated to Canada when
they were both adolescents;
his father from
Krakow, Poland and his
mother from the Ukraine.
• Bandura’s elementary and
high school years were spent
at the one and only school in
town.

5. Due to the shortage of teachers
and resources, learning was left
largely to the students' own
initiative.
According to Bandura, because
of this limited access to
educational resources, the
students had to take charge of
their own education.

6. Bandura became fascinated by
psychology after enrolling at
the University of British
Columbia. He had started out
as a biological science
major, his interest in
psychology formed quite by
accident.

7. While commuting to school with
a group of students, he found
himself arriving at school much
earlier than his course started.
To pass the time, he decided to
take a class..
became extremely interested in
psychology, and decided to
concentrate on it.

8. Bandura then went on to pursue
graduate study at the University
of Iowa. It was there that
became interested in the
behaviorist tradition and
learning theory.
He received his M.A. degree in
1951 and his Ph.D. in 1952

9. While studying at Iowa, he met
Virginia Varns, an instructor at the
College of Nursing.
Virginia and Albert married in
1952 and became parents to two
daughters, Mary and Carol.

10. Bandura was offered a position at
Stanford University. Bandura
accepted the offer and has
continued to work at Stanford up
to this day.
It was during his studies on
adolescent aggression that
Bandura became increasing
interested in vicarious
learning, modeling and imitation.

12. Social Learning Theory

13. • Stressed the importance of observational
learning, imitation and modeling.
• His theory added a social element, arguing that people
can learn new information and behaviors by watching
other people known as Observational Learning (or
modeling).

14. In a famous and influential experiment known as the
Bobo doll experiment, Albert Bandura and his
colleagues were able to demonstrate one of the ways in
which children learn aggression.

15. The experiment involved exposing children to two different adult
models;
• A non- aggressive model
• An aggressive one.
After witnessing the adult's behavior, the children would then be
placed in a room without the model and were observed to see if
they would imitate the behavior they had witnessed

16. It is not certain that children learn socially, but it is
likely that children observing an adult model utilizing
violence are more likely to believe that this type of
behavior is normal. They may, therefore, be more likely
to use this type of action themselves when confronted
by similar situations.

17. • Inhibition
• Disinhibition
• Facilitation
• True Observational
Learning

18. In many instances we learn not to do something that we
already know how to do because a model we are
observing refrains from behaving, is punished for
behaving, or does something different from what we
intended to do.

20. We learn to exhibit a behavior that is usually
disapproved of most people because a model does the
same without being punished.

22. This occurs whenever we are prompted to do
something that we do not ordinarily do because of
insufficient motivation rather than social
disapproval

24. This effect occurs when we learn a new behavior
pattern by watching and imitating the performance
of someone else

26. • Attention
• Retention
• Production
• Motivation

27. • Paying attention to a model’s behavior is a critical first
step.
• This process is influenced by characteristics of the
model, such as how much one likes or identifies with the
model, and by characteristics of the observer, such as
the observer's expectations or level of emotional
arousal.

28. • This process depends on the observer's ability to code
or structure the information in an easily remembered
form or to mentally or physically rehearse the model's
actions.

29. • Observers must be physically and/intellectually
capable of producing the act.
• In many cases the observer possesses the necessary
responses. But sometimes, reproducing the model's
actions may involve skills the observer has not yet
acquired.

30. • In general, observers will perform the act only if they
have some motivation or reason to do so.
• Imitation is strengthened through:
a)Direct reinforcement
b)Vicarious reinforcement
c)Self-reinforcement

31. Direct reinforcement
• occurs when an individual watches a model
perform imitates that behavior, and is reinforced
(or punished) by the model or some other
individual.

32. Vicarious reinforcement
• It refers to a situation in which the observer
anticipates receiving a reward for behaving in a
given way because someone else has been so
rewarded.

33. Self-reinforcement
• It refers to a situation in which the individual
strives to meet personal standards and does not
depend on or care about the reactions of others.

34. In addition to influencing other psychologists, Bandura's
social learning theory has had important implication in
the field of education. Today, both teachers and parents
recognize the importance of modeling appropriate
behaviors.
Other classroom strategies such as encouraging children
and building self-efficacy are also rooted in social
learning theory.

36. • It is "the belief in one’s capabilities to organize and execute the
courses of action required to manage prospective situations.“
• Bandura described these beliefs as determinants of how people
think, behave, and feel.
• Individual’s self-efficacy plays a major role in how
goals, tasks, and challenges are approached.

37. There are four major sources of self-efficacy.
1) Mastery Experiences
2) Social Modeling
3) Social Persuasion
4) Psychological Responses

38. Mastery
Experiences
"The most effective way of
developing a strong sense of
efficacy is through mastery
experiences," Bandura
explained

39. Mastery
Experiences
Performing a task successfully
strengthens our sense of selfefficacy. However, failing to
adequately deal with a task or
challenge can undermine and
weaken self-efficacy

40. Social
Modeling
Witnessing other people
successfully completing a task is
another important source of selfefficacy

41. Social
Modeling
According to Bandura,
"Seeing people similar to
oneself succeed by sustained
effort raises observers' beliefs
that they too possess the
capabilities master comparable
activities to succeed."

42. Social
Persuasion
Bandura also asserted that
people could be persuaded to
believe that they have the skills
and capabilities to succeed.

43. Social
Persuasion
Consider a time when someone
said something positive and
encouraging that helped you
achieve a goal.
Getting verbal encouragement
from others helps people
overcome self-doubt and
instead focus on giving their
best effort to the task at hand.

44. Psychological
Responses
Our own responses and
emotional reactions to
situations also play an
important role in self-efficacy.
Moods, emotional
states, physical reactions, and
stress levels can all impact how
a person feels about their
personal abilities in a particular
situation.

45. Psychological
Responses
A person who becomes
extremely nervous before
speaking in public may
develop a weak sense of selfefficacy in these situations.

46. People with a strong sense of self-efficacy:
1. View challenging problems as tasks to be mastered
2. Develop deeper interest in the activities in which
they participate
3. Form a stronger sense of commitment to their
interests and activities
4. Recover quickly from setbacks and disappointments

47. People with a weak sense of self-efficacy:
1. Avoid challenging tasks
2. Believe that difficult tasks and situations are beyond
their capabilities
3. Focus on personal failings and negative outcomes
4. Quickly lose confidence in personal abilities

48. 1) Thinking about how well we have performed in the past on a
given task or as set of closely related tasks.
2) Verbal persuasion
3) Emotions we feel as we prepare to engage in a task.
4) Observing the success and failures of individuals with whom
we identify – vicarious experiences

49. • Because the experiment took place in a lab setting, some critics
suggest that results observed in this type of location may not be
indicative of what takes place in the real world.
• The study might suffer from selection bias. All participants
were drawn from a narrow pool of students who share the same
racial and socioeconomic background. This makes it difficult to
generalize the results to a larger, more diverse population.

50. • Since data was collected immediately, it is also difficult to
know what the long-term impact might have been.
• Acting violently toward a doll is a lot different that
displaying aggression or violence against another human
being in a real world setting.
• It has also been suggested that children were not actually
motivated to display aggression when they hit the Bobo
doll; instead, they may have simply been trying to please
the adults.

51. http://psychology.about.com/od/profilesofmajorthinkers/p/bio_b andura.htm
http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
http://www.psych.ualberta.ca/GCPWS/Bandura/Biography/Bandura_bio1.html
Snowman & Biehler (2000) Psychology Applied to teaching 9th edition
Omrod, J.E (1999) Human Learning 3rd edition