This module focuses on the idea of Social Cognitive Theory with regards to learning. This theory's foundation revolves around the ideal that learning can come from observing others' experience in the environment. Albert Bandura proves to be the main person associated with this theory and showed this theory with his Bobo Doll Study. The Social Cognitive Theory addresses that learning can occur by observing others, it may or may not include a behavioral change and that personal characteristics are important in leaning. With regards to observational learning, a model can either be live (observed directly) or symbolic (do not live in the same environment as the observer). Models must be relevant, competent, have some sort of status, and be gender appealing to the observer for it to be a successful model. The imitator must be paying attention to the model, must be able to retain the information taught by the model, must be able to produce the behavior, and have the motivation to learn the behavior and perform it in the future. The environment plays a factor with regards to learning in this theory. A behavior is imitated more frequently if a model has been reinforced for that behavior, this is called vicarious reinforcement and is a response facilitation effect. On the other side, a response inhibition effect, a behavior is imitated less frequently if a model has been punished for the behavior, this is called vicarious punishment. Lastly, a response disinhibition effect happens if a behavior is imitated more frequently if a model's behavior is not punished when the behavior is supposed to be punished. Learning from this theory also include personal factors. The theory led to the triadic reciprocal determinism model of causality. In the model, there are three interactions, behavior, environment, and person. Each of these interact to explain personal factors with regards to Social Cognitive Theory. Another important aspect of this theory discusses self efficacy, an individual's belief about his or her capabilities for success. Self-efficacy stems from past performance, modeling, verbal persuasion, and physiological status. Self-regulation, the ability to control one's emotions, cognitions, and behaviors by providing consequences for oneself is important because of the external environment cannot always provide reinforcement and punishment. Self-regulation comes from self observation, self judgement, and self evaluation. Teachers can improver student's self-efficacy and self-regualtion by modeling teacher self-efficacy, a teacher's belief in his or her capability to transmit knowledge as well as manage the classroom well. The higher a teacher's self-efficacy is, the more efficient her classroom will be.
My question from this chapter stems from the part about self regulation. Being able to control one's emotions is obviously hard, and we all have an issue with this at one point or another. However, I find it hard to understand how one can self-regulate themselves when they are getting consequences by not being able to control themselves. What is an example of a punishment that can promote self-regulation but also teach students that it is okay to get upset when a challenge approaches them? I find this difficult because you don't want to punish a student for taking on a challenge and getting stuck.
Social Cognitive Theory with regards to learning focuses on having a model to learn from. Observational learning has to occur to show how social Cognitive Theory works. There must be personal characteristics taken into consideration with regards to this theory, and environmental factors must also be taken into consideration. An implication for teachers would revolve around providing high teacher efficacy so that lessons are planned well and activities are made to help work with students who are struggling.
Other people affect the way one learns because they observe the way they learn and have a goal or a model to picture to get to the learning for themselves. If I am in a group of peers in a project and I see how my peer Elle got to the answer, I am going to watch, observe and take the steps that she took in order to succeed in learning as well. The higher their self efficacy is the more likely I am going to be able to model it, and show the behavior learned.
I think that self-regulation is being able to control your own actions with the absence of societal restrictions. For example, you have all weekend to do your homework, you will get a consequence when you return to school if you do not do it, but for now you have no societal restrictions. Your teachers and parents are not will you punishing you for not doing your work. Students in situations like this learn to self regulate. Sometimes I set up consequences for myself. I will reward myself for working on homework by watching a movie after I am done. In this case I am regulating my own behavior by setting up consequences for myself. I think that self-regulation is something more done on its own.
ReplyDeleteI am not really sure how a teacher can promote self regulation, but I believe that giving students their own time to work can help them. I always had a study hall in middle school and used that time to do all my homework so I would have no that night. I could have socialized with friends during that time but I chose to do my work.
I think this topic is hard to generalize because it is highly situational and context specific. But maybe I could help answer your question.
Woah, what a thorough description of the chapter! You don't need to be quite so extensive, but this is great.
ReplyDeleteI've seen some great examples of teachers that structure self regulation practices into their classroom, and then reward accordingly. For example, in the area of emotional regulation, the teacher may prompt the expectation that the student step outside or in a separate area to calm down, or take a deep breath, and then praise or encourage them after doing so. In a more cognitive way, the notetaking strategies or time management practices that are bulit into many classrooms are also examples of self regulation. Because the children most likely aren't capable of structuring their time on their own, a teacher can help scaffold them until they're older.