Exploring Social Cognitive Theory with Calvin and Hobbes

Calvin is….inquisitive

Calvin is….inquisitive…not just for school

Calvin is….not always reflective and a tad bit disorganized/impulsive

Students need to be organized, intrinsically interested, and reflective to do well in school. Many students, however, just don’t seem to know how to take charge of their own learning. They have trouble completing larger projects-many wait to the last minute. They can’t organize work, decide what is important, and/or keep up with their work. Book bags can disasters (“black holes”). What organizational skills do students need to be successful in your class? What could you do to teach these skills, while also covering content?

Social Cognitive Theory: Relating to Behaviorism

Social Cognitive Theory: Key concepts Triadic Reciprocal Causation Model Self-efficacy Self-regulation 6

Self-efficacy: Introduction 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: Sources Self-efficacy: Effects Acceptance of challenging task Persistence Beliefs of competence Strategy use (discard when not working) Performance (in the face of equal ability)

Self-efficacy: Developmental Issues 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

The Components of a Self-Regulatory System, Self-regulated learning: The extent to which a student is an active participant in his or her own learning Forethought Phase  Task analysis  Self-motivational beliefs Performance Phase  Self-control  Self-observation Self-Reflection Phase  Self-judgment  Self-reaction 10

Fore-thought Stage

Performance Stage

Reflection Stage

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

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

The Components of a Self-Regulatory System, cont. To what extent do students self-regulate their learning? Strategy Total Mean Summarizing 301 12.04 Taking Notes 266 10.64 Re-reading 116 4.64 Inference 25 1.00 Reading Notes 18 0.72 Drawing 11 0.44 Mnemonics 9 0.36

The Components of a Self-Regulatory System, cont. To what extent do students self-regulate their learning? Strategy Use: Summarization: 12.04 Take Notes: 10.64 Monitoring Total Mean Understanding 98 3.92 Content 54 2.16 Use of Strategies 16 0.64 Progress 4 0.16 Planning Act. prior knowledge 29 1.16 Goals 3 0.12 2 0.08

The Components of a Self-Regulatory System, cont. How can we support students’ development of SRL? What do we already know about______? How does ______ tie in with what we learned before? Explain why/how you know that…. Why do you think ______ important? What is the difference/similarity between ________ and ______? What don’t you know about ______ ? What questions do you have about _____ ? What is your plan? Does your answer make sense? Why/why not? 10