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Social Cognitive Theory (I)

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.

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Social Cognitive Theory (I)

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  1. Social Cognitive Theory (I) EDU 330: Educational Psychology Daniel Moos

  2. Social Cognitive Theory: Relating to Behaviorism

  3. Behaviorism: Key concepts • Triadic Reciprocal Causation Model • Self-efficacy • Self-regulation • Self-control

  4. 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: Introduction

  5. Self-efficacy: Sources

  6. Students’ perceptions of academic competence generally declines as they advance through school 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: Developmental Issues

  7. Self-efficacy: Effects (I) Accept challenging tasks Avoid challenging tasks Task Orientation Expend high effort when faced with challenging tasks Expend low effort when faced with challenging task Effort Persist when goals are not initially reached Give up when goals are not initially reached Persistence

  8. Self-efficacy: Effects (II) Beliefs Believe they will succeed Focus on feelings of incompetence Strategy Use Persist with unproductive strategies Discard unproductive strategies Perform higher than low self-efficacy students of equal ability Perform lower than high-efficacy students of equal ability Performance

  9. The Components ofa 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

  10. The Components ofa Self-Regulatory System, 2nd view (Azevedo; Moos; Pintrich; Winne & Hadwin; Zimmerman) AREAS Prior knowledge activation Time and effort planning Perception of task/context Task interest Monitoring of motivation Monitoring changing context Metacognitive monitoring Monitoring of time, effort Selection of strategies Strategy selection for managing motivation Behavioral strategies, such as help-seeking Contextual choices Cognitive judgments Affective reactions Behavioral reflection Evaluate task/context

  11. Using SRL Theory in Research(I) SRL N = 27 Planning n = 3 Monitoring n = 11 ` Strategy Use n = 13 Take notes Read notes Summarize Make an inference Activate prior knowledge Memorize Re-read... Recycle Goals Plan Set sub-goal Content Evaluation(+) Content Evaluation(-) Feeling of Knowing(+) Feeling of Knowing(-) Time Monitoring Judgment of Learning Monitoring Progress...

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

  13. The Components ofa Self-Regulatory System, cont. To what extent do students self-regulate their learning?

  14. The Components ofa Self-Regulatory System, cont. To what extent do students self-regulate their learning? Strategy Use: Summarization: 12.04 Take Notes: 10.64

  15. 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 whatwe 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 ofa Self-Regulatory System, cont. How can we support students’ development of SRL?

  16. The Components ofa Self-Regulatory System, cont. The Componentsof a Learning Strategy How can we support students’ development of SRL? • Metacognition • Analysis • Planning • Implementation of the Plan • Monitoring of Progress • Modification

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