By Katelyn Lazarek & Jackie Landry Albert Bandura By Katelyn Lazarek & Jackie Landry

Born December 4th, 1925 in Alberta, Canada University of British Columbia Graduate school at University of Iowa Received his Ph.D. in clinical psychology Married Virginia Varns in 1952 and had two daughters – Mary and Carol Biography Born on December 4, 1925 in Alberta,, Canada. His parents were Polish wheat farmers and attended school with only 20 students and two teachers. He studied at the University of British Columbia and graduated in 3 years with a BA. Then he went to graduate school at the University of Iowa where he obtained his Masters and Ph.D in clinical psychology. In 1952 he married Virginia Varns and they have two children Mary and Carol. In 2011, Virginia died of old age. Bandura is still alive, and is working as a psychologist specializing in developmental psychology and educational psychology. He is regarded as one of the greatest living psychologist with his Social Learning Theory.

Awards and Achievements 1980- Elected as Fellow of the American Academy of Arts and Sciences Gold Medal Award Awards and Achievements 2004- Outstanding Lifetime Contribution to Psychology 1964- Elected Fellow of the APA 1964- He was elected as Fellow of the American Psychological Association 1974- He was elected to serve as the 82nd President of the American Psychological Association 1980- Elected as Fellow of the American Academy of Arts & Sciences 2001- Lifetime Achievement Award from the Association of Advancement of Behavior Therapy and the Western Psychological Association 2004- Outstanding Lifetime Contribution to Psychology, American Psychological Association 2016- National Medal of Science which recognizes individuals who have made extraordinary contributions to science, technology, and engineering The American Psychological Foundation presented him with the Gold Medal Award for Distinguished Lifetime Contribution to Psychological Science 1974- Elected for 82nd president of APA 2001- Lifetime Achievement Award 2016- National Medal of Science

Social Learning and Aggression Observational Learning Attentional Processes Retention Processes Motor Reproduction Processes Reinforcement and Motivational Processes Social Learning and Aggression Albert Bandura has an overall theory of social learning. He describes this basically as observational learning. There are four components of observational learning: Attentional Processes: “we cannot imitate a model unless we pay attention to the model.” ² Example: Television Retention Processes: “because we frequently imitate models some time after we have observed them, we must have some way of remembering them…” ² This is called stimulus contiguity which makes association among stimuli. Bandura says we remember events by verbal codes. Motor Reproduction Processes: “to reproduce behavior accurately, the person must have the necessary motor skills.” ² From observation one can pick up a new task, but will not gain any physical ability. Reinforcement and Motivational Processes: “Performances are governed by reinforcement and motivational variables… If a child wants approval from parents or peers, this approval is an external reinforcement, but feeling happy about being approved of is an internal reinforcement. A child will behave in a way which it believes will earn approval because it desires approval. a younger sister observing an older sister being rewarded for a particular behaviour is more likely to repeat that behaviour herself. This is known as vicarious reinforcement.

One of Bandura’s most famous experiments Freudian theory: watching violence diminished observers’ violence – FALSE Nonviolent group – little to no violence Violent group – every child showed violence Vicariously learned new behaviors Bobo Doll The Bobo Doll experiment was one of his most famous experiments. There were 36 boys and 36 girls between the age of 3-6. They were separated into 3 groups. One group was shown a model of aggression towards the bobo doll. One group was shown a non-aggressive model towards the bobo doll and the last group was shown no model at all. The group that was exposed to the aggressive model were far more aggressive than the other two groups. If the model was male then the child would give the bobo doll more physical aggressive responses and if the model was female the child would give the bobo doll more verbal aggressive responses. The boys would also give more physical aggressive responses than the girls, but in the verbal aggressive responses it was very similar. Bandura’s experiment supported his social learning theory which is that child learn social behavior like aggression through observation learning (which is watching the behavior of another person). His study had implications for the effects of media on children.

What is Self- Efficacy?

Factors with Self - Efficacy Main factors: Actual Performance Vicarious Experience Verbal Persuasion Physiological States Factors with Self - Efficacy Here are Bandura’s four sources of self-efficacy according to his theory: Actual performance is the most influential source of efficacy because it provides the most authentic experience of whether one can muster whatever it takes to succeed. It basically is a repeated action of a certain activity. Vicarious Experience is another effective for raising self-efficacy. It is a social comparison process where people judge their capabilities in relation to capabilities of others performing certain task. It is experienced as “if they can do it, I can do it as well”. It is not as influential as direct mastery experience however it is extremely useful for people who are unsure of themselves. Verbal Persuasion is a means of strengthening one’s beliefs in self-efficacy. Efficacy can be raised if significant and/or influential people express faith in one’s capabilities. Judgments of Physiological States are physical states in which affect an individual's efficacy levels. Main ways to raise efficacy through physiological states would be to enhance physical status, reduce stress levels and correct misinterpretations of bodily states.

“If you think you can, you probably can “If you think you can, you probably can. If you think you can’t, well that self- limiting and self- fulfilling belief might well stop you doing something you’re perfectly capable of doing.” - Albert Bandura

Holy Family Research Study Purpose: The purpose of this research study is to examine the roots of self – efficacy, as defined by Albert Bandura, for elementary school children. Questions: 1) Is the self-efficacy of elementary children affected more by verbal persuasion offered prior to shooting basketball free throws or by their actual performance of shooting basketball free throws? 2) Is the stronger root of self-efficacy for sports performances in line with Bandura’s theory? Hypothesis: Verbal persuasion will have the largest effect on participants followed by vicarious experience. Holy Family Research Study

Questionnaires 1 & 2 Questionnaire 1 Questionnaire 2

Questionnaire 3 Questionnaires 3 & 4 Questionnaire 4

Student 1

Student 1 Continued

Student 2

Student 2 Continued

Student 3

Student 4

Student 4 continued

Results Student number Shots made out of 10 Student #1 1 / 10 Not present Student #4

Results (Continued) Original Predictions Prediction after Verbal Persuasion Prediction after Vicarious Experience Out of 10, how many were made If you did it again, how many would you make? Student 1 2/10 5/10 4/10 1/10 Student 2 3/10 Student 3 7/10 N/A Student 4

After completing our research study, we were able to prove that our hypothesis about verbal persuasion having the largest effect on the participants was correct. Each student increased their scores after being positively, verbally persuaded and therefore created an increase in their estimation of their ability to shoot free throws. Conclusion

Limited number of students All female Lack of communication Time Limited number of students All female Lack of communication Limitations When we were able to work with the children, we were informed we had limited amount of time with them because they had to get back to class. Not many students’ parents signed consent forms to allow their children to participate in our research study. We were planning to work with 6th graders initially, but only 4 6th graders had consent. Then we asked about 5th and 7th. Only 2 5th graders and 4 7th graders were given consent. However, we went to the school 3 days, but only the 7th graders were available at the time we went. When we started our research study with the 4 7th graders, we had 3 females and 1 male who participated. However, on our 2nd day of going to Holy Family, the male was absent so we had to finish our study with the 3 females who all happened to be friends. Lastly we experienced lack of communication during our study. When we first went to the school, the receptionist knew exactly why we were there, but none of the children were available so we had to leave. Our next 2 days, the receptionist was absent so the principals helped us but they didn’t know where the consent forms or which children we could use and were skeptical about helping us.