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Chapter 11 Notes

by: Kenziej218

Chapter 11 Notes CEP 315

GPA 4.0

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About this Document

These notes are from the powerpoint and cover the important material from Chapter 11 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
social, learning, cognitive, Education, ppsychology
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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.


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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 


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