Transcript Salutogenisis: The Origin of Health

Social Learning theory
From modeling to
Self efficacy
ALBERT BANDURA
“What people think, believe and feel affects
how they behave. The natural and extrinsic
effects of their actions, in turn, partly
determine their thought patterns and
affective reactions.”
SKINNER
Environmental Determinism
BANDURA
Reciprocal Determinism
Some Basic Premises of
Social Learning Theory
• The primary focus is on learning that
occurs within a social context
• Reinforcement plays a role in learning
but is not entirely responsible for
learning.
• Cognitive processes play a crucial role
in learning.
• People can learn through observation
• Learning can occur without a change in
behavior.
RECIPROCAL
DETERMINISM
Human development reflects an
interaction among an “active”
(thinking) person, behavior, and the
environment.
A person is not solely shaped by the
environment. The links among these
are BIDIRECTIONAL. Any one can
influence the other.
PERSON
BEHAVIOR
ENVIRONMENT
OBSERVATIONAL
LEARNING
• Modeling ( including one
trial learning)
• Vicarious Learning
(reinforcement and
punishment)
Modeling: Learning through
observation. The importance of
Modeling is that it teaches new
behaviors.
Vicarious experience. People’s
belief in their ability is influenced by
watching others succeed or fail.
MODELING
The process of learning by watching
and repeating a behavior.
This explains the learning of complex
behavior in one or a few trials.
This process implies cognition since
we must remember what we saw and
then repeat it.
Four Conditions for Effective
Modeling to Occur
•
•
•
•
Attention
Retention
Motor Reproduction
motivation
• Attention
• The observer must
attend to the relevant
characteristics of the
model.
• Retention
• The observer must
encode verbal and/or
visual representations of
the model.
• Motor Reproduction
• The observer must be
physically able to
reproduce the behavior
of the model.
• Motivation
• The observer must want
to perform the observed
behavior.
Types of Models
• Live A real person in the
presence of the observer
• Symbolic An “image” of a
real person (TV, movies, etc)
or character (Superman, Harry
Potter, etc) (Bobo doll
experiments)
• Verbal Written instructions or
descriptions of how to act
Characteristics of Effective
Models
Competence
Prestige and Power
Gender-Appropriate behavior
Relevance
Identification with the Model
Competence An effective
model is perceived by
the observer to be
competent in that which
he/she is modeling.
Prestige and Power The
observer needs to
perceive these
characteristics in the
model.
Gender-Appropriate
behavior
Competence
An effective model is
perceived by the
observer to be
competent in that which
he/she is modeling.
Prestige and Power
 The observer needs to
perceive these
characteristics in the
model.
Gender-Appropriate
behavior Relevance
Behaviors to be
reproduced by the
observer need to have
some functional value.
Identification with the
Model
Observer views the
model as being similar to
her/himself in a relevant
way.
VICARIOUS
REINFORCEMENT
AND PUNISHMENT
The learner watches the
consequences of behaviors engaged
in by others. This influences her/his
behavior in the future.
The person can decide to act or NOT
to act based upon observing others.
A person’s belief in her/his ability can
also be influenced by watching others
succeed or fail.
THUS….
1. Clearly, cognitive processes are
implied since we remember what we
saw and decide how to act in the
same situation in the future. We also
draw conclusions about our own
abilities by watching others.
2. Behavior is NOT the same as
learning since, based upon what
he/she has observed, the person can
decide NOT to engage in a certain
behavior or not to try to learn in the
future.
SELF-EFFICACY
Children's feelings about
their abilities are a better
predictor of success than
are their actual abilities.
Self efficacy Beliefs
•
•
•
•
Choice behavior
Effort expenditure and persistence
Thought patterns and emotional reactions
Humans as producers rather than simply
fortellers of behavior
Mastery experience:
• Simply put, individuals gauge the effects of
their actions, and their interpretations of these
effects help create their efficacy beliefs.◦
• Success raises self-efficacy; failure lowers it.
Mastery
• "Children cannot be fooled by empty praise
and condescending encouragement. They
may have to accept artificial bolstering of their
self-esteem in lieu of something better, but
what I call their accruing ego identity gains
real strength only from wholehearted and
consistent recognition of real
accomplishment, that is, achievement that
has meaning in their culture."
Vicarious experience
• Dale Schunk, a prominent self-efficacy theorist and
researcher:
• the effects of models are particularly relevant in this
context.
• A significant model in one's life can help instill selfbeliefs that will influence the course and direction that life
will take
• Students are likely to develop the belief that "I
can do that" when a highly regarded teacher
models excellence in an academic endeavor
or activity.
Vicarious experience
• Part of one's vicarious experience also involves the
social comparisons made with others.
• Here is where peer groups and peer pressure can come
into play.
• What peers value, what is honored, and how they
behave are of major importance to preteens and
teenagers who wish to fit in with the peer reference
group.
• Social comparisons and peer modeling are powerful
influences on developing self-perceptions of
competence.
Social Persuasions
• These persuasions can involve exposure to the verbal
judgments of others and is a weaker source of efficacy
information than mastery or vicarious experience, but
persuaders can play an important part in the
development of an individual's self-beliefs.
• Most adults can recall something that was said to them
(or done to/for them) during their childhood that had a
profound effect on their confidence throughout the rest of
their life.
• Bandura cautioned that effective persuasions should not
be confused with knee-jerk praise or empty inspirational
homilies.
Social Persuasions
• "a weak ego is not strengthened by being
persistently flattered and that "children cannot
be fooled by empty praise and condescending
encouragement." In fact, "a strong ego,
secured in its identity by a strong society, does
not need, and in fact is immune to any attempt
at artificial inflation."
• Physiological State
• Such as anxiety, stress, arousal, fatigue,
and mood states also provide
information about efficacy beliefs.
• Physiological State
• capability to alter their own thinking,
self-efficacy beliefs, in turn, also
powerfully influence the physiological
states themselves.
• Physiological State
• Bandura has observed that people live
with psychic environments that are
primarily of their own making.
• It is often said that people can "read"
themselves, and so this reading comes
to be a realization of the thoughts and
emotional states that individuals have
themselves created.
• Physiological State
• Often, they can gauge their confidence by the
emotional state they experience as they
contemplate an action.
• In part, negative physiological states provide
cues that something is amiss, even when one
is unaware that such is the case.
• Students who approach public speaking with
dread likely lack confidence in their public
speaking skills.
Experience is unique
• Planes, Trains,
Automobiles
Rewarding Experiences