Social Cognition Developed by Frank Pajares Emory University

Social Cognition Developed by Frank Pajares, Emory University

WHAT DO WE LEARN ABOUT LEARNING FROM • SOCRATES • B. F. SKINNER • INFORMATION PROCESSING • JEAN PIAGET • LEV VYGOTSKY

What seems to be missing?

Human learning is a function of CONTEXT X BELIEF

CAROL DWECK A SOCIAL-COGNITIVE APPROACH TO MOTIVATION AND LEARNING The GOALS that individuals pursue create the framework within which they interpret and react to events. TASK GOALS vs PERFORMANCE GOALS

WHY DO PEOPLE PURSUE DIFFERENT GOALS IN THEIR OWN LEARNING? Because they have different IMPLICIT THEORIES the nature of intelligence FIXED ENTITY VIEW INCREMENTAL VIEW about

THEORY OF INTELLIGENCE FIXED GOAL ORIENTATION PERCEIVED ABILITY BEHAVIOR PATTERN PERFORMANCE HIGH MASTERY LOW HELPLESS HIGH or LOW MASTERY INCREMENTAL TASK Dweck & Leggett, 1988

RESEARCH FINDINGS INDICATE THAT • AN INCREMENTAL THEORY OF INTELLIGENCE IS MORE CONSISTENTLY ASSOCIATED WITH ADAPTIVE MOTIVATIONAL PATTERNS • IMPLICIT THEORIES MAY BE AT THE ROOT OF MALADAPTIVE PATTERNS OF BEHAVIOR “Perhaps the most appropriate view represents an integration of both entity and incremental theories, that is, a recognition of present differences in relative ability but an emphasis on individual grown in ability. ” Dweck & Leggett, 1988

“People's level of motivation, affective states, and actions are based more on what they believe than on what is objectively the case. ” Albert Bandura

ALBERT BANDURA SOCIAL COGNITIVE THEORY HUMAN CONDUCT RESULTS FROM THE INTERPLAY BETWEEN SELF-BELIEFS AND ENVIRONMENT RECIPROCAL DETERMINISM

BEHAVIOR (Learning) PERSONAL ENVIRONMENT FACTORS RECIPROCAL DETERMINISM

OBSERVATIONAL LEARNING MODELING IMITATION INDIVIDUALS HAVE THE CAPABILITY TO LEARN FROM OTHERS

OBSERVATIONAL LEARNING IS GOVERNED BY FOUR COMPONENT SUBFUNCTIONS • ATTENTION • RETENTION • PRODUCTION • MOTIVATION

ROLE OF MODELS • MODEL STATUS, POWER, & PRESTIGE • MODEL COMPETENCE • MODEL SIMILARITY • MASTERY vs COPING MODELS • MODEL CREDIBILITY • MODEL ENTHUSIASM (passion? ) • MODELING AND GENDER

INTERNAL SELF-REGULATION INDIVIDUALS HAVE THE CAPABILITY TO REGULATE THEIR OWN BEHAVIOR

SUBFUNCTIONS OF SELF-REGULATION • SELF-OBSERVATION monitoring) (self- • PERFORMANCE JUDGMENT (referential comparisons) • SELF-REACTION (selfsatisfaction, self-worth, distress)

SELF-REFLECTION INDIVIDUALS HAVE THE ABILITY TO SELF -REFLECT SELF-EFFICACY

SELF-EFFICACY “Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations. ” Bandura, 1986

SELF-EFFICACY WHAT DOES IT DO? • THE CHOICES WE MAKE • THE EFFORT WE PUT FORTH • HOW LONG WE PERSIST WHEN WE CONFRONT OBSTACLES (AND IN THE FACE OF FAILURE) • HOW WE FEEL

SELF-EFFICACY WHERE DOES IT COME FROM? MASTERY EXPERIENCE VICARIOUS EXPERIENCE SOCIAL PERSUASIONS PHYSIOLOGICAL STATES

IMPLICATIONS OF SELF-EFFICACY RESEARCH FINDINGS ON EDUCATION • Self-reflection; self-assessment (metacognition). • Maintain high self-efficacy beliefs. • Avoid the illusion of incompetence and the illusion of artificial limits (imposter syndrome) • Mastery experience is the key to developing high selfefficacy, but social persuasions are also critical. • Engage in tasks and assignments that are challenging but accessible. • Capability is incremental, not fixed. • Guard against inappropriate social comparisons. • Think competence, not self-esteem. • The value of habit. Beliefs become habits of mind.

“Gaining insight into one's underlying motives, it seems, is more like a belief conversion than a self-discovery process. ” Albert Bandura