1. Exploring Social Cognitive Theory with Calvin and Hobbes

2. Calvin is….inquisitive

3. Calvin is….inquisitive…not just for school

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

5. 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?

6. Social Cognitive Theory: Relating to Behaviorism

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

8. 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?

9. 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)

10. 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

11. 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

12. Fore-thought Stage

13. Performance Stage

14. Reflection Stage

15. 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...

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

17. 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

18. 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

19. 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