Chapter 9: Social Cognitive Theory
Social Cognitive Theory
An explanation of how people learn to become self-regulated learners through the interactive effects of their personal characteristics, behaviors, and social reinforcement.
Triadic reciprocal causation (triadic model)
Behavior is result of interactions among an individual’s personal characteristics, behaviors, and social environment.
Albert Bandura
Man known as the driving force behind the social cognitive theory.
Personal agency
The potential control we have over our own behavior.
Self-control
controlling one’s behaviors in a particular setting in the absence of reinforcement or punishment
Self-regulation
Consistently using self-control skills in new situations.
Self-efficacy
How capable one feels to handle particular kinds of tasks
Forethought phase
The phase of self-regulatory systems that includes task analysis and self-motivational beliefs.
Epistemological beliefs
What we believe about the nature of knowledge and how we come to know things.
Performance Phase
The phase of self-regulatory systems that includes self-control and self-observation.
Self-reflection phase
The phase of regulatory systems that includes self-judgment and self-reaction
Self-reinforcement
A situation inwhich the individual strives to meet personal standards and does not depend on or care about the reactions of others
Self-regulated learning
Thoughts, feelings, and actions purposely generated and controlled to maximize a learning outcome
Learning strategy
A plan to achieve a long-term goal (getting an A on the next exam)
Learning tactic
A technique that helps achieve an immediate objective (memory aid, form of note taking, etc.)
Mnemonic device
A memory-directed tactic that helps a learner transform or organize iformation to enhance its retrievability
Loci method
Visualize items to be learned stored in specific locations
Observational Learning
(also, Modeling)
Observing and imitating the behavior of a skilled model
Facilitation
We are prompted to do something that we do not ordinarily do because of insufficient motivation rather than social disapproval
Disinhibition
We learn to exhibit a behavior that is usually disapproved of by most people because a model does the same without being punished
Inhibition
We learn not to do something that we already know how to do because a model refrains from behaving that way or is punished for behaving that way
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