Chapter 11 Notes
Chapter 11 Notes CEP 315
Popular in Educational Psychology
Popular in Psychology
This 3 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 5 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.
Reviews for Chapter 11 Notes
Report this Material
What is Karma?
Karma is the currency of StudySoup.
Date Created: 07/23/16
Chapter 11: Social Cognitive Views of Learning and Motivation Social Cognitive Theory • Based on work of Bandura • Dynamic system that includes observation of others as models but also thinking, anticipating, selfregulating, comparing and judging • Triarchic reciprocal causality: three forces in constant interaction: personal (self influences), environmental (social influences), and behavioral (achievement outcomes) Factors that Affect Observational Learning • Developmental status • Prestige of model • Consequences • Outcome expectations • Goal setting • Selfefficacy Observational Learning • Must attend • Must retain behavioral steps • Must be able to produce behavior • Must be motivated to produce behavior and reinforced (vicarious or selfreinforcement) Observational learning for Teachers Direct attention Ripple effectspreading of behavior through imitation Modelingteacher and peer Watch emotional reactions Change inhibition for learning new tasks Selfefficacy • Not the same as selfesteem and selfconcept • Content specific assessment of competence to perform certain task • May be capable in an area and still not have high selfesteem or be incapable but have high selfesteem (value of task is important) • Important for motivation • Teacher selfefficacy important for student achievement Sources of selfefficacy • Direct experiences (mastery) • Arousal level • Vicarious experiences • Social persuasion SelfRegulated Learning • Activate and sustain thoughts, behaviors, and emotions to reach goals • 3 aspects: Knowledge Motivation Volition (willpower) To develop it: Coregulation—modeling, direct teaching, feedback, coaching Shared regulation—peers working together Learners as Agents (Selfregulated Learning Cycle) Winne and Hadwin Analyze task Set goals Devise plan Apply strategies Regulate learning (metacognition—monitor and control) Zimmerman Forethought Performance Reflection Cognitive Behavior Modification • Using selftalk to regulate behavior, keeps students actively involved in learning • All ages, but more direction with younger students • Four skills include listening, planning, working, and checking Emotional SelfRegulation • Selfawareness • Selfmanagement • Social awareness • Relationship skills • Responsible decisionmaking • For teachers: Trusting classroom community Help children recognize others’ emotions Strategies to cope with emotions Recognize cultural differences in expressing emotion Teaching for SelfEfficacy and SelfRegulation • Use complex, challenging but reasonable tasks (may be long term tasks) • Give choice to students • Model decision making • Use selfevaluation • Collaborative work