Social+Cognitive+Theory

**__Social Cognitive Theory__** How can a teacher use this? Understanding how modeling impacts motivation is imperative for teachers. Also, self-efficacy is an area where teachers can help students learn and grow. Providing opportunities to achieve and build a person belief in capability will have a huge impact on motivation. Self-efficacy is a building block for all the theories discussed in this wiki. These theories are all very closely related. People have goals (personal and professional). How those goals are set (locus of control), how a person feels about their ability to achieve any goal or task (self-efficacy), how much control he/she has over the outcome, and how he/she views the outcome (success/failure) can be explained in each of these theories. The idea that a person is motivated through past history and experiences is a component of Expectancy-Value and Attribution Theory. When a person assigns success or failure to a “reason”, he/she is using his/her cognitive processing to explain the success or failure and internally justify his/her level of aspiration. Also, when determining whether he/she can achieve the goal, the person is using many of the constructs of Goal Theory. How the goals are set, the locus of control involved in the goal setting, etc., has a huge impact on the person’s expectancy of success (self-efficacy). Atkinson’s (Expectancy-Value) work in success and failure motives is deeply rooted in intrinsic/extrinsic motivation theory and self-determination. The theories, in essence, support each other and help explain all the facets of motivation. toc


media type="youtube" key="SzUWNiKfXvI" height="315" width="420"

=Case Study =

A project was started to prevent and reduce alcohol use among students in grades 6 till 12 (ages 11-13). The program took three years and was based on behavioral health curricula, parental involvement and community task force activities. The conclusion was that students were less likely to say they drank alcohol than others who did not join the program. With observational learning, negative expectancies about alcohol use and increased behavioral capability to communicate with parents the results were obtained. However, at the end of the 10th grade the differences were no longer significant. A new program in the 11th grade was started in which reduced access to alcohol and the change of community norms to alcohol use for high-school age students were key elements. With (1) community attention (2) parental education (3) support of alcohol free events (4) media projects to don’t provide alcohol and (5) classroom discussions the program started. After the 12th grade a significant result showed that the alcohol use decreased. Furthermore, the access to alcohol was reduced and the parental norms were less accepting of teen alcohol use at the end of the study. The outcomes of the SCT show that actions of the community level to change these constructs resulted in less drinking among teens. The community level appears to have success in changing the environment and expectancies to alcohol use by reducing teen access to alcohol, changing norms and reducing alcohol use among high school students. Example form Glanz et al, 2002, p 176-177 (summarized)

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."

=Related Articles = 

Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in Education: Theory, Research, and Applications. 3rd ed. Upper Saddle River, New Jersey: Pearson. (textbook) <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; text-align: left;">Skills are demonstrated secondary to motivation produced by a situation presenting necessitating use of that skill. <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 14px; text-align: left;">Enactive learning "is learning by doing and experiencing the consequences of one's action. Successful actions are retained...Complex -skill learning typically occurs enactively and vicariously." Vicariously meaning via observation, instructions, or schematics. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">** In other words, it is okay to let a student learn by doing, and it is not likely that a student will retain learning by observing only. ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;"> <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Anderson, E.S., Winnett, R.A., & Wojcik (2007). Self-regulation, self-efficacy, outcome expectations, and social support: social cognitive theory and nutrition behavior. //Annals of Behavioral Medicine, 34//(3), 304-312.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Social-cognitive intervention aimed at attaining a desired behavior should do the following to be effective (p. 311) :
 * 1) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">increase social support
 * 2) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">improve self-efficacy and self-regulationdecrease negative outcome expectations
 * 3) Self-regulated learning [demonstrated as a feedback loop among all elements with varying control and monitoring] (Schunk et al., 2008)
 * 4) Task conditions (resources, time, cues, context)
 * 5) Cognitive conditions (beliefs, motivation, knowledge)
 * 6) Self-driven cognitive evaluations and social comparisons of performance
 * 7) Products
 * 8) task definition
 * 9) goal and plan identification
 * 10) studying tactics
 * 11) adaptations
 * 12) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">be tailored for age, race, and other demographics
 * 1) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">be tailored for age, race, and other demographics

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">These areas impact each other to a large degree and must be considered together and must be considered for their effects on each other.

=<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">** What do the experts say? ** =

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Carol Lampley is my cousin. Our mom's are sisters so I saw it very appropriate to interview a student that was in school and to get a student's perspective. Carol just finished her BS degree in Sociology from Berry College and is continuing her education. As a student, especially, you are constantly making goals, starting over and making new goals that are more measureable. Carol has always been goal driven. She is certainly intrinsically motivated because of her willingess to do well with a task. When she played basketball, she wasn't just playing the 40 minute basketball game. She wanted to do well and if she did have a not so good game then she wanted to know how to improve it. I have watched and observed my younger cousin, around others and have seen how her attitude and presence can certain change the mode of someone else.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**1. Please share with me some background information. Where did you go to school, (undergraduate degree), attending now, graduate degree. Where or who you are working for now? What is your plan for the future?**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">My name is Carol Lampley. I received my undergraduate degree in Sociology at Berry College in Rome,GA in 2011. I am currently in my first semester at East Tennessee State University working on my Master’s in Social Work. I currently have a 16 hr internship that I am completing at DaVita Dialysis. I am responsible for addressing clients psychosocial, insurance, and other needs. In the future I hope to stay in medical social work, working for Hospice or DaVita.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**2. How would you define the Social Cognitive Theory?**

<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**Social cognitive theory is a learning theory based on the belief that learning occurs through observations of a person social surroundings. Learning happens when a person is exposed to interactions of others around them.**

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**3. Students and adults learn many different ways. Some require Enactive Learning or "learn by doing" which means they have to work at the task in order to see the result and Vicarious learning through observations. Describe an example whether personal or an experience working with youth or adults that would provide examples of Enactive or Vicarious learning. What was the reaction and motivation?**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">I played basketball for Berry College while receiving my undergraduate degree. The basketball court is a great learning environment. We were learning from other players and coaches and at the same time we were teaching. Although, there were many practices where we wanted to be somewhere else, we knew that if we wanted to be a better basketball team, we had to practice and find ways to work as a team.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**4. One of the primary contributions of social cognitive theory is the modeling process. Modeling refers to behavioral, cognitive and affective changes that result from observing one or more models. In your coursework, did you have an opportunity to observe other professions? If so, please describe an experience and then share any changes you may have made as a result that would help you in the future.**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">In my internship I work with a social worker, so I get to observe his interaction with clients all the time. One thing I learned from him is how to get the information needed in assessment without having to ask sensitive questions. For instance, one of our initial assessment questions is can you read and write? Instead of asking that directly, we ask what level of education do you have? If they have high school education or higher we can infer that they can read and write. If they have below a high school education, we then ask if they can read and write. We try to not make our clients uncomfortable while still getting the information we need.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**5. Self Efficacy is another key term within the Social Cognitive Theory. Self efficacy is defined as "People's judgments on their capabilities to organize and execute courses of action required to attain designated types of performances. Our Self Efficacy can either be high or low with the outcome expectations becoming high or low. In your work at the camp, what are some examples you might have had with students with low or high self efficacy. What did you do to encourage the high as well as encourage and change the low to high?**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">At camp we did a low ropes course with our teenage campers. One obstacle they had to accomplish was a 12ft wall that the campers had to work together to help each other up and over. In each group we always had at least two girls who were scared of heights. We always pointed out that this summer was about making changes and overcoming fears. Camp staff members would complete the obstacle first which would encourage the hesitant campers to try it. Each time, they overcame their fear and mastered the task of climbing over the wall.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">6**. Social Cognitive Theory doesn't just focus on you as the educator but the environment including peers. How have you been influenced by your peers to increase motivation or self-efficacy? How did the youth encourage each other?**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Youth were very encouraging to each other through positive reinforcement. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">My peers had helped my self-efficacy one day on the basketball court when our coach had yelled at me and I didn’t believe in myself. My peers would reminded me of my strengths and encouraged me to keep trying.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**7. Please share anything else about Social Cognitive Theory that would relate to your school work or working at camp etc. Are there any other theories or theorists that would relate back to Social Cognitive Theory?** <span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**Modeling plays a big part in working at camp. Kids are very easily influenced. At camp the kids will mimic most things you do and will think what you do is cool. It is important to set a good example for them.**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">The attribution theory comes to mind as another theory that would relate back to social cognitive theory. Environmental and personal factors make up the attribution theory. We are all influenced by our environment and personal factors. Our ability, effort, mood, attitude, health, a good or bad grade determines our locus of controlwhich determines our esteem and self-efficacy and eventually our outcome whether positive or negative. There have been games where my head has been somewhere else because of a grade I received in class or maybe I had a late night the evening before preparing for a test and just didn’t have enough sleep. All these factors could affect my performance on the ball court. It was up to me to figure out a way to encourage myself as well as listen to those around me so that I had a positive ballgame knowing that I was a part of the whole team.

<span style="color: #008000; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**8. What motivates you? What goals have you set for yourself to keep you motivated? How do you motivate others? Would you consider yourself Intrinsically or Extrinsically motivated and why?**

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">As a young adult, it is important to set goals that I can achieve while continuing my education. Sometimes, it is frustrating when I don’t reach my potential goal but I when I don’t, I must find some way to reach my potential. My future goal is to serve others through social work. I am very excited in the fact that I have the passion to do so. Right now I am motivated by the desire to have a better job with a Master’s degree. I set short term goals to keep myself motivated. I am motivated to honor God in all that I do. This keeps me motivated and striving for more each and every day.

=<span style="color: #883fa6; font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Bibliography of Resources =

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px; line-height: 0px; overflow: hidden;">[[file:Social Cognitive Theory.docx]]
=<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Other Social Cognitivists... = <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">__**ALBERT BANDURA**__ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">For a full biography: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">[]

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;"> <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**Albert Bandura** (born December 4, 1925, in [|Mundare, Alberta], [|Canada]) is a [|psychologist] and the David Starr Jordan Professor Emeritus of Social Science in Psychology at [|Stanford University]. Over a career spanning almost six decades, Bandura has been responsible for groundbreaking contributions to many fields of psychology, including [|social cognitive theory], [|therapy] and [|personality psychology], and was also influential in the transition between [|behaviorism] and [|cognitive psychology]. He is known as the originator of [|social learning theory] and the theory of [|self-efficacy], and is also responsible for the influential 1961 [|Bobo Doll experiment]. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind [|B.F. Skinner], [|Sigmund Freud], and [|Jean Piaget], and as the most cited living one. In 2008 Bandura won the [|Grawemeyer Award] in Psychology.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">__**BARRY ZIMMERMAN**__ <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Dr. Barry Zimmerman is a Distinguished Professor of Educational Psychology and Head of Learning, Development, and Instruction area at the <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Graduate School and University Center of the City Universityof New York. He has received the APA Division 16 (School Psychology) Senior Scientist Award for sustained and exceptional program of scholarship, the Sylvia Scribner Award of the American Educational Research Association for his exemplary research in learning and instruction, and the New York City Department of Health Award for preventive care of childhood asthma. Dr. Zimmermanwas president of the Division from 1996 to 1997.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">[]

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**__LEON FESTINGER__** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">**Leon Festinger** (pronounced Feh-sting-er) ([|New York City], May 8, 1919 – [|New York City], February 11, 1989), was an American [|social psychologist], responsible for the development of the [|Theory of Cognitive Dissonance], [|Social comparison theory], and the discovery of the role of [|propinquity] in the formation of [|social ties] as well as other contributions to the study of [|social networks]. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">Festinger is perhaps best known for the Theory of Cognitive Dissonance, which suggests that inconsistency among beliefs and behaviors will cause an uncomfortable psychological tension. This will lead people to change their beliefs to fit their actual behavior, rather than the other way around, as popular wisdom may suggest. Festinger was also responsible for Social Comparison Theory, which examines how people evaluate their own opinions and desires by comparing themselves <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;"> <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">with others, and how groups exert pressures on individuals to conform with group norms and goals.[|[][|2] Festinger also made important contributions to [|social network theory]. Studying the formation of social ties, such as the choice of friends among college [|freshmen] housed in dorms, Festinger (together with [|Stanley Schachter] and [|Kurt Back]) showed how the formation of ties was predicted by [|propinquity], the physical proximity between people, and not just by similar tastes or beliefs, as laymen tend to believe. That is, people simply tend to befriend their neighbors.

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">[]

= =

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 14px;">References