Social Cognitive Theory (I)

EDU 330: Educational Psychology Daniel Moos

Social Cognitive Theory: Relating to Behaviorism

Behaviorism: Key concepts



Triadic Reciprocal Causation Model



Self-efficacy



Self-regulation



Self-control

Self-efficacy: Introduction

Self-efficacy:

Judgment about one’s capability to organize and complete a course of action required to accomplish a specific task (Bandura, 1986, 1997)

In your experience, what factors affect students’ self-efficacy?

Self-efficacy: Sources

•

Self-efficacy: Developmental Issues

Students’ perceptions of academic competence generally

declines

school as they advance through • Increased competition, less teacher attention, more norm-referenced grading, ability grouping • Transitional Influences • Movement from homeroom based to advisory role • Role of peers •

Peer networks

&

model similarity

• Changes in self-appraisal skills

Self-efficacy: Effects

(I) High Self-efficacy Low Self-efficacy Task Orientation

Accept challenging tasks Avoid challenging tasks

Effort Persistence

Expend high effort when faced with challenging tasks Expend low effort when faced with challenging task Persist when goals are

not

initially reached Give up when goals are

not

initially reached

Self-efficacy: Effects

(II) High Self-efficacy Low Self-efficacy Beliefs

Believe they will succeed Focus on feelings of incompetence

Strategy Use Performance

Discard unproductive strategies Perform higher than low self-efficacy students of equal ability Persist with unproductive strategies Perform lower than high-efficacy students of equal ability

The Components of a Self-Regulatory System, 1 view

    SRL: Thoughts, feelings, or actions purposely generated and controlled by student to maximize learning of knowledge and skills for a given task and set of conditions

Forethought Phase

 Task analysis  Self-motivational beliefs

Performance Phase

 Self-control  Self-observation

Self-Reflection Phase

 Self-judgment  Self-reaction

The Components of a Self-Regulatory System, 2nd view

(Azevedo; Moos; Pintrich; Winne & Hadwin; Zimmerman)

AREAS

Cognition Motivation Behavior Context

PHASES

Planning Monitoring Control Reaction & Reflection

Prior knowledge activation Metacognitive monitoring Selection of strategies Cognitive judgments Task interest Time and effort planning Monitoring of motivation Strategy selection for managing motivation Affective reactions Monitoring of time, effort Behavioral strategies, such as help-seeking Behavioral reflection Perception of task/context Monitoring changing context Contextual choices Evaluate task/context

Using SRL Theory in Research (I)

Planning n = 3 Recycle Goals Plan Set sub-goal SRL N = 27 Take notes Read notes Summarize Make an inference Activate prior knowledge Memorize Re-read... Monitoring n = 11 Content Evaluation(+) Content Evaluation(-) Feeling of Knowing(+) Feeling of Knowing(-) Time Monitoring Judgment of Learning Monitoring Progress...

Using SRL Theory in Research (II) Coded Think-Aloud Transcription: Example Strategy Strategy Strategy Monitoring Strategy Strategy

The Components of a Self-Regulatory System, cont.

To what extent do students self-regulate their learning?

Strategy

Summarizing Taking Notes Re-reading COIS Inference Reading Notes Drawing Mnemonics

Total

301 266 116 30 25 18 11 9

Mean

12.04

10.64

4.64

1.20

1.00

0.72

0.44

0.36

The Components of a Self-Regulatory System, cont.

To what extent do students self-regulate their learning?

Monitoring

JOL CE MUS MPTG

Planning

PKA Sub-Goals Plan

Total

98 54 16 4

Total

29 3 2

Mean

3.92

2.16

0.64

0.16

Mean

1.16

0.12

0.08

Strategy Use:

Summarization: 12.04

Take Notes: 10.64

The Components of a Self-Regulatory System, cont.

How can we support students’ development of SRL?

         What is a new example of …?

How would you use … to …?

What would happen if …?

What are the strengths and weaknesses of …?

What do we already know about …?

How does … tie in with what we learned before?

Explain why… Explain how… How does … affect …?

         What is the meaning of …?

Why is … important?

What is the difference between … and …?

How are … and … similar?

What is the best …, and why?

What are some possible solutions to the problem of …?

Compare … and … with regard to …?

How does … cause …?

What do you think causes…?

The Components of a Self-Regulatory System, cont.

How can we support students’ development of SRL?

The Components of a Learning Strategy

      Metacognition Analysis Planning Implementation of the Plan Monitoring of Progress Modification