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This document discusses social learning theory and social emotional development. Social learning theory proposes that people learn from observing others' behaviors and the outcomes of those behaviors. It also discusses reciprocal determinism where a person's behavior both influences and is influenced by personal factors and the social environment. The document then provides examples of how students model late arrival and disrespectful behavior observed in their teacher, Ms. Jia. Regarding social emotional development, it analyzes Ms. Jia's low self-concept and self-efficacy as a teacher, and how her behavior influences students' developing identities, self-concepts, and self-worth.
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- 1. Social Learning Theory& Social Emotional Development
- 2. Social Learning Theory •AlexBandura •Modelling •Learning through observing others’ behaviour, attitudes, & outcomes of those behaviours. •“Reciprocal Determinism”: a person’s behaviour both influences, and is influenced by personal factors & social environment •A person may model behaviour by: 1. The observer is reinforced by the model. 2. The observer is reinforced by a third person. 3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results.
- 3. Example 1: Time Management Modelledby John: •Deliberately comes to class late knowing that Teacher is frequently late & would not punish him Example 2: Respect Ms Jia: •Does not respect her students •Insisted harshly that John had cheated in the test •Shamed Minah by insulting her abilities, or lack of Modelled by her students: •Do not show her respect by settling down •Name-calling: Jia-Lat •Class jeered at Minah •John was openly defiant towards Ms Jia •Verbal insults and antagonism exchanged btw John and Lian Huay in Ms Jia’s presence Ms Jia: •Came into class 10 mins late •Late in completing the tasks assigned to her •Unable to complete her teaching on time
- 4. Social Emotional Development MsJia: Self-Concept & Self-Efficacy Students: Erikson’s Identity vs Confusion Students: Self-concept & Self-worth
- 5. Ms Jia: Self-concept& Self-efficacy Self-Concept Negative • Inability to manage work & finish tasks on time • Questioning career choice • Inability to manage classroom & deal w difficult students • Perpetually tired, sighing Self-Efficacy Low • Feels burdened by her to-do list • Unable to finish teaching content • Unable to teach effectively – inattentive students • Physiological factors: fatigue
- 6. Students: Identity vsConfusion Annie: ‘kiasu’, hard-working, ‘favourite’ student John: the ‘cool’ rebel. Can be rude, aggressive, and a bully. Jimmy & Marcus: looks up to John, encourages his poor habits. Lian Huay: the ‘pretty’ girl in class – prides her self on her looks Lucy: nonchalent, perceptive and aware of Ms Jia’s techniques.
- 7. Students: Self-concept &Self-worth Annie • Positive self-concept & high self-worth • Solved Ms Jia’s solution easily & confidently, high ability, self-motivated • Positive self-fulfilling prophecy: Ms Jia’s high expectations of Annie John • Negative self-concept & low self-worth • Feels that nothing he does is good enough • Negative self-worth – symptomatic of his aggressive behaviour towards teacher & peers, however, sees himself as crafty and manipulative • Negative self-fulfilling prophecy: John branded as a difficult student Minah • Negative self-concept & low self-worth • Put down as academically incompetent & low ability • Negative self-fulfilling prophecy: vows not to ask questions anymore Lian Huay • Seems to have positive physical self-concept • Took John’s insults personally – emotionally affected: low self worth?