Educational Psychology, 11 th Edition ISBN © 2010 Pearson Education, Inc. All rights reserved. Social Cognitive Views of Learning and Motivation Chapter 10

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 2 Triarchic Reciprocal Causality Dynamic interplay between personal, environmental, and behavioral influences Personal factors: beliefs, expectations, attitudes, knowledge Environmental factors: resources, other people, physical settings Behavioral factors: actions, choices, verbal statements

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 3 Triarchic Reciprocal Causality: An Example from the Classroom Julia has to care for siblings because her mother has to work late (social influence) and can't study for test resulting in a poor grade (behavioral outcome). The teacher then lowers his expectations and, in turn, his behavior towards Julia (social influence). Julia begins to doubt her ability and lowers the goals she has for the class (personal factor) which then impacts the effort she puts forth toward studying for the next test (behavior). What are some ways to reverse this cycle?

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 4 Self-Efficacy, Self-Concept, Self-Esteem Self-Efficacy Context specific Strong predictor of behavior “I can do this problem in math” Self-Concept Description of self based on comparison to a reference (self or others) Weaker predictor of behavior “I am good at math” Self-Esteem Judgment of self worth “I feel good about myself because I am good at math”

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 5 Sources of Self-Efficacy Mastery Experiences Direct success increases efficacy; failure lowers it Strongest source in adults Physiological & Emotional Arousal One’s interpretation of arousal is key Anxious & worried or excited & “psyched”?

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 6 Sources of Self-Efficacy cont’d Vicarious Experiences Watching someone successfully complete the task increases efficacy—especially if we think we are similar the model Strong source of self-efficacy in children Social Persuasion “pep talk” Influenced by credibility & expertise of persuader

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 7 Observational Learning in Teaching: Guidelines Show enthusiasm for what you are teaching! Demonstrate the task Model good problem solving: Invite students into your thinking process Explicitly point out consequences for good (and bad) behavior Be fair in passing out rewards

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 8 Self-Efficacy in Learning and Teaching: Guidelines Teach students specific learning strategies Reward students for achievement when it signals increased competence Emphasize progress: Encourage the adoption of short-term goals that make it easier to see progress highlight earlier work students have done to show development encourage students to improve projects in when they have learned more

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 9 Self-Efficacy Guidelines cont’d… Model mastery: Set goals that help students recognize improvement Share examples of how you or others have developed abilities in a given area Don’t excuse failure due to problems outside of school, but help students succeed in school Make specific suggestions for improvement and adjust grades accordingly: Write comments on work that note what was correct, incorrect, and why mistakes may have been made Experiment with peer editing Show how the higher grade reflects greater competence

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 10 Self-Efficacy Guidelines cont’d… Connect past efforts and accomplishments: Ask students to reflect on how they solved difficult problems Confront self-defeating, failure-avoiding strategies How might the adoption of failure-avoiding strategies undermine a strong sense of self-efficacy?

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 11 Factors Influencing Self-Regulation I. Knowledge of Self—preferred learning approaches, what is easy/hard, coping ability, interests, how to use strengths Subject Tasks for learning—different tasks require different approaches/strategies Learning contexts

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 12 Factors Influencing Self-Regulation cont’d II. Motivation With self-regulated learners, learning is valued over ‘looking good’ Self-regulated learners see purpose in the task III. Volition Protecting opportunities to reach goals Should I study in my dorm room knowing my roommates will return shortly to “coerce” me into going back out with them to have a good time?

Educational Psychology, 11 th Edition Anita Woolfolk ISBN © 2010 Pearson Education, Inc. All Rights Reserved. 13 Convergences of Theories of Learning Four “pillars of teaching” Constructivist: students must make sense of the material Cognitive: Students must remember what they have understood Behavioral: Students must practice and apply learning Social Cognitive: Students must take charge of their own learning