User:GabiMclaugh92/sandbox

Bandura on education
Bandura's social learning theory contributes to students and teachers within the field of education. In 1986, Bandura changed the name of the social learning theory to social cognitive theory. The social cognitive theory still focuses on how behavior and growth are affected by the cognitive operations that occur during social activities. The key theoretical components of the social cognitive theory that are applied in education are self-efficacy,  self-regulation,  observational learning, and  reciprocal determinism.

The social cognitive theory can be applied to motivation and learning for students and teachers. Bandura's research shows that high perceived self-efficacy leads teachers and students to set higher goals and increases the likelihood that they will dedicate themselves to those goals. In an educational setting self-efficacy refers to a student or teacher's confidence to participate in certain actions that will help him or her achieve distinct goals. Self-regulation is the process by which an individual sets future goals and manages his or her behavior and plans to accomplish them. It operates under individual everyday classroom functions such as goal setting, self-monitoring, and self-influence. The social cognitive theory research offers support that modeling can be useful for incorporating new strategies into training for teachers. According to Bandura's observational learning theory, students acquire self-regulative functions from observing models. Observational learning occurs when students or teachers observe a well-trained model and experience increases in his or her knowledge and understanding. Lastly, the mutual relationship between a student or teacher, his or her environment, and his or her behavior is pointed out as key components in Bandura's triadic reciprocal determinism theory. The mutual relationships within reciprocal determinism point out what influences behavior and the results that will affect future thoughts. In other words, when a student or teacher decides to replicate an observed behavior, that student or teacher's self-efficacy provides him or her with the confidence to attempt to perform the observed behavior. Self-regulation is the process he or she will use to set goals to perform the observed behavior. If the performed behavior leads to successful results, it will encourage him or her to perform similar behaviors again and validate his or her use of high self-efficacy.

GabiMclaugh92 (talk) 17:00, 22 July 2015 (UTC)

GabiMclaugh92 (talk) 07:06, 22 July 2015 (UTC)

GabiMclaugh92 (talk) 17:25, 19 July 2015 (UTC)

GabiMclaugh92 (talk) 23:55, 16 July 2015 (UTC)

GabiMclaugh92 (talk) 05:23, 15 July 2015 (UTC)

GabiMclaugh92 (talk) 23:27, 10 July 2015 (UTC)

Grusec, J.E. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28(5), 776-786. doi:10.1037/0012-1649.28.5.776

GabiMclaugh92 (talk) 18:40, 26 June 2015 (UTC)

Outline
Perceived academic efficacy as a predictor of academic achievement

Relationship between self-regulatory efficacy and academic continuance

Social cognitive theory and academic goal setting

The components of modeling

Perceived self-efficacy, self-set goals, and performance

GabiMclaugh92 (talk) 03:00, 9 July 2015 (UTC)

feedback
Good to see you working here. Since this is a Social Cognitive Learning Theory, what school strategies are based in social cognitive learning theory?Maybe something related to modeling? Where does modeling fit into the Haring & Eaton chapter I posted (hint - acquisition of new skills)? Can you find empirically supported strategies/interventions based on modeling? Keep working, you are on track.PsycTeacher (talk) 16:01, 6 July 2015 (UTC)