social cognitive theory education
These studies served as the basis for ideas about observational learning and modeling both in real-life and through the media. In particular, it spurred a debate over the ways media models can negatively influence children that continues today.
Observational learning occurs through a sequence of four processes:
Social Cognition and Social Learning Theories of Education and Technology
[K]nowledge is not simply transmitted from teacher to student, but actively constructed by the mind of the learner. [. . .] learners are particularly likely to make new ideas when they are actively engaged in making some type of external artifact [. . .] which they can reflect upon and share with others. (Karai & Resnick, 1996 , p. 1)
Social Cognitive Theory (SCT) proposes that the environment, behavior, and personal and cognitive factors all interact as determinants of each other [5,14] . According to this theory, human functioning is described in terms of a number of basic capabilities: symbolizing capability, forethought capability, vicarious capability (ability to learn through observation/imitation/modeling others’ behaviors and attitude), self-regulatory capability, and self-reflective capability.
Social cognitive theory and expectancy-value theory are two theories that address the development of human motivation. They share many similarities in their constructs and explanations. In addition, the two theories complement one another by each addressing certain processes in more depth than the other theory does.
Social learning theory is not a full explanat
Some criticisms of social learning theory arise from their commitment to the environment as the chief influence on behavior. It is limiting to describe behavior solely in terms of either nature or nurture and attempts to do this underestimate the complexity of human behavior. It is more likely that behavior is due to an interaction between nature (biology) and nurture (environment).
Environments and social systems influence human behavior through psychological mechanisms of the self system. Hence, social cognitive theory posits that factors such as economic conditions, socioeconomic status, and educational and familial structures do not affect human behavior directly. Instead, they affect it to the degree that they influence people’s aspirations, self-efficacy beliefs, personal standards, emotional states, and other self-regulatory influences. In all, this social cognitive view of human and collective functioning, which marked a departure from the prevalent behaviorist and learning theories of the day, was to have a profound influence on psychological thinking and theorizing during the last two decades of the twentieth century and into the new millennium.
Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performances: A meta-analysis. Psychological Bulletin, 124, 240-261.