Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

10-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 10 Social Cognitive Views of Learning

10-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Social Cognitive Theory Learning occurs as a result of social interaction. rooted in behaviorism adds cognitive processes reasoning, motivation

10-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions of Social Cognitive Theory

10-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions People learn by observing others. Learning is an internal process that may or may not lead to behavior change. Cognitive processes influence motivation as well as learning. People and their environments mutually influence each other. Behavior becomes increasingly self- regulated.

10-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Reinforcement & Punishment We have expectations about the likely consequences of behaviors based on experience. We are influenced by vicarious experiences. Expectations influence our decisions. The nonoccurrence of an expected consequence may be reinforcing or punishing.

10-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Modeling

10-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Modeling Live models real people we observe doing something Symbolic models real or fictional characters portrayed in books, films, etc. Verbal Instruction descriptions of how to successfully execute certain behaviors

10-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Behaviors Learned Through Modeling Academic skills reading, “ thinking ” Aggression Interpersonal behaviors

10-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Characteristics of Effective Models Competence Prestige and power Behavior relevant to the learner ’ s own situation

10-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Conditions for Successful Modeling Attention learner must pay attention to model Retention learner must remember what model does Motor Reproduction learner must be physically capable of reproducing modeled behavior Motivation learner must be motivated to demonstrate modeled behavior

10-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Efficacy

10-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Efficacy Person ’ s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals Has an effect on choice of activities goals effort and persistence learning and achievement

10-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Factors Influencing Development Previous successes and failures Current emotional state Messages from others Success and failures of others especially those similar to us Success and failures as part of group collective self-efficacy

10-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Teacher Self-Efficacy Teachers with high self-efficacy: are more willing to experiment with new strategies have higher expectations for their students and set higher goals put more effort into teaching, are more persistent in helping students learn

10-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Regulation

10-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Regulation Standards and goals we set for ourselves Ways in which we monitor and evaluate our cognitive processes and behaviors Consequences we impose on ourselves for successes and failures

10-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Regulated Behavior Self-determined standards and goals Emotion regulation Self-instructions Self-monitoring Self-evaluation Self-imposed contingencies

10-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Self-Regulated Learning Goal setting Planning Self-motivation Attention control Flexible use of learning strategies Self-monitoring Appropriate help-seeking Self-evaluation

10-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Promoting Self-Regulated Learning Encourage students to set goals and monitor their own progress toward those goals. Give students opportunities to work without direction or assistance. Assign activities in which students have considerable leeway regarding goals and use of time. Teach time management strategies. Provide scaffolding, including co-regulation and peer collaboration. Model self-regulating cognitive processes and give students constructive feedback. Encourage students to seek short-term, focused help. Ask students to evaluate their own performance.

10-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity in Self-Regulation Temperamental differences effortful control Cultural expectations emotional restraint self-discipline Be attentive to students at risk and those with special needs

10-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Revisiting Reciprocal Causation

10-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Reciprocal Causation

10-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Comparing Three General Perspectives of Learning

10-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. IssueCognitive Psychology BehaviorismSocial Cognitive Theory Learning is...An internal mental phenomenon, may or may not be reflected in behavior A behavior change An internal mental phenomenon, may or may not be reflected in behavior The focus of investigation is on... Cognitive processes Stimuli, responses that can be observed Both behavior and cognitive processes Principles of learning describe how... People mentally process new information, construct knowledge from experiences People ’ s behaviors are affected by environmental stimuli People ’ s observations of others affect behavior, cognitive processes

10-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. IssueCognitive Psychology BehaviorismSocial Cognitive Theory Consequences of behavior... Are not a major focus Must be experienced directly Can be direct or vicarious Learning and behavior are controlled... Primarily by cognitive processes within the individual Primarily by environmental circumstances Partly by the environment and partly by cognitive processes Educational implications focus on how we can help students... Effectively process information, construct knowledge Acquire more productive classroom behaviors Learn by observing others and acquire effective self- regulation skills

10-26 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

10-27 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture People learn a great deal from their observations of others. People have considerable control over their learning and behavior. Motivation has a significant impact on learning and performance.