Albert Bandura developed the social learning theory, which posits that learning occurs in a social context through observation of others. There are three core concepts: observational learning, where people learn through observing live models, verbal instruction, or symbolic models in media; mental states like intrinsic reinforcement and thoughts; and that learning does not necessarily change behavior. The modeling process involves paying attention, retaining information, reproducing behaviors, and being motivated to imitate. Self-efficacy and self-regulation play a role, where learners approach tasks based on their belief in their own abilities and can focus on goals and evaluate their own behaviors. While influential, the theory has some flaws like suggesting any behavior can change and not accounting for what learners do

1. Social Learning
Theory/Social Cognitive
Theory
Arlene Alves
ED 706
Eastern Nazarene College
Mar 19, 2014

2. Albert Bandura
Learning is a cognitive process, takes place in a social context, and occurs through
observation
Observational Learning – “the ability to acquire new responses as a result of
observing the behavior of a model”
(Browder, Schoen, & Lentz, 1986)

3. Social Learning Theory
The bobo doll experiment - modeling others behavior
http://www.youtube.com/watch?v=hHHdovKHDNU
His theory was different because it added a social element
There are 3 core concepts of the social learning theory
(Browder, Schoen, & Lentz, 1986)

4. 1. Observational Learning:
1. Live model – an actual individual demonstrates a
behavior
2. Verbal instruction - descriptions and explanations of a
behavior
3. Symbolic – real or fictional character displays behaviors
through books, films, tv, online media, (mimic behavior)
(Browder, Schoen, & Lentz, 1986)

5. 3 core concepts of observational learning (cont)
2. Mental states – Intrinsic Reinforcement
Internal reward, pride, satisfaction, and a sense of
accomplishment
Internal thoughts help connect learning theories to
cognitive developmental theories = social cognitive
theory
(Browder, Schoen, & Lentz, 1986)

6. 3. Learning does not necessarily change a behavior
Observational learning demonstrates that people can
learn new information without changing their
behaviors
(Browder, Schoen, & Lentz, 1986)

7. The Modeling Process
Attention - in order to learn one must pay attention
Retention – the ability to store information
Reproduction – actually perform the behavior
observed
Motivation – motivated to imitate the behavior
(Browder, Schoen, & Lentz, 1986)

8. Self-efficacy & Self-
regulation
self-efficacy – belief in one’s own capacity for learning and plays
a major role in how goals, tasks, and challenges are approached
self-regulation - the learner’s ability to focus on self-determined
goals and self-evaluate and regulate behaviors
(Browder, Schoen, & Lentz, 1986)

9. Flaws in the theory
It suggests any behavior can be changed
Emphasis is placed on what happens to the learner
rather than what the learner does with the information
Time is an issue in learning, may not be enough time
for self-reflection and self-direction
Self-efficacy and expected outcome are not
necessarily the same as Bandura’s theory believed
(Khan, K. H., & Cangemi, J. J., 2001)

10. Adult Learners in Higher
Education
Modeling - Adult learners have rich experiences that have
influenced their lives and they can share those experiences
Learning through a social environment encourages life-
long learning
Motivation is in the hands of the learner through self-
efficacy and self-regulation
Using technology creates environments where learning can
take place anywhere and anytime
(DeWitt, 2003)

11. References:
Bobo doll experiment. Youtube. Retrieved from
http://www.youtube.com/watch?v=hHHdovKHDNU
Browder, D. M., Schoen, S. F., & Lentz, F. E. (1986).
Learning through observation. Journal Of Special
Education, 20(4), 447.
DeWitt, T. (2003). The Application of Social and Adult Learning
Theory to Training in Community Pediatrics, Social Justice,
and Child Advocacy. PEDIATRICS, 112 (3), 755-757