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Published byNorman Derek Hudson Modified over 9 years ago
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Social Cognitive Theories of Career Development
Albert Bandura John Krumboltz Lent, Brown, & Hackett
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Social Learning Theory
social learning theory addresses how specific aspects of our work personalities are acquired Especially Preferences and Interests social learning theory also addresses why we choose what we do, and describes the factors that determine what we choose
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Background: Early Learning Theories
Classical Conditioning US - UR US/CS - UR CS - CR Operant Conditioning / Instrumental Learning S - R (Behavior a function of consequences)
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Problems with Behavior Theory
Too much learned in too short a time Apparent spontaneous occurrence of behavior (learning vs performance issue) Improvement in performance without apparent practice Behavior control without direct experience with the consequences (problems with vicarious reinforcement idea)
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General Principles of Social Learning Theory
Learn by observing Learn without changing behavior Consequences affect learning Cognition plays a role AKA Modeling, Observational learning
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Social Cognitive Theory
Paradigm model -----Observer watches and forms image ----produces behavior
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Types of modeling Inhibition/disinhibition
old behavior that is generally forbidden inhibition - everybody is refraining from it so you do too disinhibition - somebody breaks the taboo and everyone else does too Modeling effect or observational learning new behavior that is acceptable model performs the behavior; learner imitates Eliciting effect response facilitation: old behavior that's ok, but not being performed at this time occurs because someone else does it (example - looking up) arousal: emotion that spreads to others (excitement at hockey game; crying at weddin
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Four components of observational learning
Attention: The learner must identify the key parts of the model to copy. Retention: The learner must create a memorable model of the behavior and store it efficiently in long term memory. Production: The learner must be able to reproduce the model's behavior. Motivation: The learner must expect and receive reinforcement for successful matching or approximations.
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Four components of observational learning
Attention: The learner must identify the key parts of the model to copy. Retention: The learner must create a memorable model of the behavior and store it efficiently in long term memory. Production: The learner must be able to reproduce the model's behavior. Motivation: The learner must expect and receive reinforcement for successful matching or approximations.
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Reinforcement serves an information role to tell the learner he "got it right."
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Processes that underlie learning from models.
Attention Retention Production Motivation
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Attention (Observing the model):
Characteristics of the behavior being modeled Characteristics of the learner Characteristics of the person modeling the behavior
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Characteristics of the behavior being modeled
size and exaggeration of movement simple, not too many steps at once narration - describe the behavior while performing so that eventually learner can use that self-talk to guide production of behavior salience - How important to the learner and obvious gender-appropriate successfulness of the behavior
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Characteristics of the learner
prior knowledge of the skill makes learning easier motivational set ability to remember and concentrate
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Characteristics of the person modeling the behavior
attractive and eyecatching is successful at the behavior (competent) (mastery vs coping models) is similar to the learner warm powerful
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Retention (remembering the model):
Symbolic coding Cognitive organization Meaningfulness and familiarity Cognitive rehearsal
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Symbolic coding (mnemonics) or images
the use of vivid images ("be quiet like a mouse") mnemonics (like "stop,drop and roll")
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Cognitive Organization
give the mental image an organizational structure
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Cognitive rehearsal the learner can improve a physical skill (or any skill) by mentally rehearsing the steps
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Production (performing the response):
things that actually help the learner make the response that is being learned Physical Capacity Observable Behavior Corrective feedback
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Physical capacity The learner must have the physical capacity to perform the response.
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Observable behavior Improvement is increased when the learner can see what he is actually doing. This can also be the case with mental skills, like problem solving. It's what we do when we tell students to "show their work" so we can see what they did mentally to solve a problem.
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Corrective feedback Learning will proceed faster when the learner gets feedback about what is right and wrong with the attempt.
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Motivation (inclined to perform the response):
things that make the learner want to try the behavior include: Vicarious reinforcement Anticipation of reinforcement Reinforcement by Teacher or Model Reinforcement by Environment Progress Observed
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Vicarious reinforcement
If the learner sees someone else get reinforced, her or his behavior is also strengthened.
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Anticipation of reinforcement
If the learner sees someone get reinforced, he or she expects to be reinforced if he performs the response.
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Reinforcement by teacher or model
If the teacher praises him when he performs, he will want to perform.
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Reinforcement by the environment
If the response is done correctly, the natural consequences of the environment will reinforce the response with success.
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Progress observed It is also reinforcing to see yourself making progress.
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John Krumboltz Through heredity, environmental conditions, and learning experiences we acquire Self-Observational Generalizations (Preferences - or beliefs about other attributes) Task Approach Skills (i.e., Decision Making Skills) Actions (Entry Behaviors)
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John Krumboltz concentrated mostly on describing how learning experiences influence Self- Observational Generalizations, Task Approach Skills and Actions. His theory basically ignores the relative influences of heredity and environmental conditions
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Self-Observational Generalizations: 3 positive influences
we will prefer occupations in which we have engaged in occupationally relevant behaviors and been reinforced for them we will prefer occupations in which we have seen a model being reinforced we will prefer occupations which have positive words and images associated with them
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Self-Observational Generalizations: 3 negative influences
we will avoid occupations when we have engaged in occupationally relevant behaviors and been punished for them we will avoid occupations when we have seen models being punished in occupationally relevant behaviors we will avoid occupations that have negative words or images associated with them
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Task Approach Skills: 3 positive influences
we will develop and foster decision making task approach skills that have been reinforced we will develop and foster decision making task approach skills that we have seen models being reinforced for we will develop decision making task approach skills if we are exposed to models and opportunities
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Task Approach Skills: 3 negative influences
we will not develop and foster task approach skills if we have been punished for using them we will not develop and foster task approach skills if we have seen models punished for using them we will not develop and foster task approach skills if we have not had the opportunity to practice and seen models using them
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Entry Behaviors: 3 positive influences
we will try and get into a job we prefer we will try and get into a job where training is available and job opportunities are prevalent we will try to match our abilities to the required abilities of the occupation
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Entry Behaviors: 3 negative influences
we will avoid occupations that require too much effort we will avoid occupations when training or jobs are not available we will avoid jobs when the ability requirements do not match our own abilities
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DECIDES approach to career counseling
Define the problem Establish an Action Plan Clarify Values Identify Alternatives Discover Probable Outcomes Eliminate Alternatives Systematically Start Action
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Define the problem Problem must be clear to both client and counselor and mutually agreeable Emphasis on making the problem observable
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Establish an Action Plan
Describing the DECIDES process to the client Allow for cycling back through different steps
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Clarify Values Can be accomplished through analysis of previous work experience or through homework activities Examples include interviewing others, keeping records of time and money spent, reading May require testing of unrealistic assumptions or inaccurate conclusions
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Identify Alternatives
Begins with evaluating Self-Observation Generalizations about interests and capacities then compare self-observation generalizations to worldview generalizations this stage is very time-consuming
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Problems from Dysfunctional or Inaccurate world-view and self- observation generalizations
Persons may fail to recognize that a remedial problem exists Persons may fail to exert the effort needed to make a decision or solve a problem
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Persons may eliminate a potentially satisfying alternative for inappropriate reasons Person for choose poor alternatives for inappropriate reasons Persons may suffer anguish and anxiety over perceived inabilities to achieve goals
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Discover Probable Outcomes
the evaluation of educational and career alternatives fantasy exercises may facilitate the client’s imagination
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Eliminate Alternatives Systematically
After learning about possible alternatives and outcomes, group alternatives that are most consistent with self-observational generalizations
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Start Action Once the plan is begun, it is possible that new information will result in returning to previous steps
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Hackett and Betz’s Theory (1981)
First applied self-efficacy beliefs to career research Stronger self-efficacy beliefs in occupation > more likely you will initiate activity more interested in occupation had preference for occupation choose occupation more effort invested in occupation more persistent when faced with obstacles
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Hackett and Betz (81) Self-efficacy beliefs were positively related to strength of interest in occupation and to perceived options Sex differences: males had higher efficacy ratings for all occupations; females had high efficacy ratings only for stereotypic female occupations; females saw fewer options available to them
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Lent, Larkin, Brown (89) Studying Realistic and Investigative Types, they found a positive relationship between efficacy and interests
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Lent, Brown, Larkin (84) studied people with high academic abilities with question - do their self-efficacy beliefs contribute to persistence and performance of the persons with high self-efficacy beliefs, all had higher GPA and all came back to school the next year of the persons with low self-efficacy beliefs, only 50% came back to school
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