educational psychology, ale, 11 th edition isbn 0137144547 © 2011 pearson education, inc. all...
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Educational Psychology, ALE, 11th EditionISBN 0137144547
© 2011 Pearson Education, Inc.All rights reserved.
Social Cognitive Views of Learning and Motivation
Cluster 10
Modules 27 – 28
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.2
Focus Questions What is triadic reciprocal causality and what
role does it play in social cognitive theory? What is self-efficacy and how does it affect
learning in school? What are the sources of self-efficacy? What is teachers’ sense of efficacy? How does self-regulated learning work—
what are the phases? How can teachers support the development
of self-efficacy and self-regulated learning?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.3
Overview of Cluster 10
I. Social Cognitive TheoryII. Applying Social Cognitive TheoryIII. Self-Regulated LearningIV. Teaching Toward Self-Efficacy
and Self-Regulated LearningV. Diversity and Convergences in
Theories of Learning
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.4
What Would You Do?
Review “What would you do?” on p. 421
What organizational skills do students need for your subject or class?
What could you do to teach these skills, while still covering the material that will be on the proficiency or achievement tests the students will have to take in the spring?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.5
I. Social Cognitive Theory Albert Bandura “beyond” behaviorism Triarchic reciprocal causality Key concepts: Self-efficacy & self-
regulated learning
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.6
Albert Bandura
Had to become a self-regulated learner to overcome a lack of educational resources
On faculty at Stanford (since age 28) Most of what we know about social
cognitive theory is based on his work
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.7
Social Cognitive Theory: Beyond Behaviorism
Behavioral views of learning provide inadequate explanation of learning language and culture
Social Cognitive Theory includes learning from modeling (the social) as well as thoughts, beliefs, expectations, judgments (the cognitive)
Can you think of some types of learning that are difficult to explain using behaviorist theory?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.8
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.9
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.10
Triarchic Reciprocal Causality: An Example from the ClassroomJulia 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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.11
Self-Efficacy & Agency
Self-efficacy: Beliefs about personal competence in a given area
Human agency: Ability to make intentional choices, design and execute plans and actions
What are the implications? How may teachers change their practices to support student agency?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.12
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.13
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.14
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.15
Modeling: Learning from Others
Characteristics of successful models Developmental status of observer:
students need to be able to attend to the model and utilize the strategies they observe
Model prestige & competence: More attention paid to competent, high-status models
Vicarious consequences: Valued consequences are important—”yes, my classmate was able to diagram that sentence, but do I care?”
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.16
Modeling: Learning from Others
Characteristics of successful models cont’d Outcome expectancy: “Did the model
perform behavior that produced a favorable outcome?”
Goal setting: “Does the model’s behavior help me obtain my goals?”
Self-efficacy: ”My classmate was able to do it, maybe I can too!”
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.17
II. Applying Social Cognitive Theory
Fundamental questions: How to best use observational
learning? How can teachers increase students’
sense of efficacy? What is teacher’s sense of efficacy,
and what does it mean for me?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.18
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.19
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.20
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.21
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.22
Teacher’s Sense of Efficacy
Teacher’s belief that s/he can help even difficult students learn
One of the few personal characteristics associated with student learning
Promoted by supportive administrators with high expectations for student success
Teacher’s sense of efficacy is generally high during student teaching, but lowers the first year of teaching
What can you do keep your self-efficacy intact during the first year of teaching?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.23
III. Self-Regulated Learning
‘Skills’ and ‘wills’ involved in analyzing tasks, setting goals, planning, applying, and making adjustments for learning
Goal of teaching: that students would learn independently throughout their lives
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.24
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.25
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, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.26
The Cycle of Self-Regulated Learning
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.27
Cognitive Behavior Modification Focus on self-talk to regulate behavior Five steps:
Cognitive modeling: Adult performs task while ‘thinking out loud’
Overt, external guidance: Child performs task under adult’s instructions
Overt, self-guidance: Child performs task by instructing her/himself aloud
Faded, overt self-guidance: Child whispers instructions to self
Overt self-instruction: Child performs task while guiding performance with inner speech
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.28
Supporting Self-Regulation
Emphasize encouragement Teach students to encourage one another Inform parents of the areas where their
children could use the most support Model self-regulation
Target small steps for improving academic skill
Discuss with students how to set goals and monitor progress
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.29
Supporting Self-Regulation cont’d
Make families a source of good strategy ideas Give students strategies they can use at
home Create a lending library of books on goal
setting and strategies Encourage families to help children focus on
problem-solving processes Provide self-evaluative guidelines
Develop rubrics for self-evaluation for students
Provide record-keeping sheets
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.30
Emotional Self-Regulation
Critical for academic and personal development
Essential emotional self-regulation skills: Knowing self and others Making responsible decisions Caring for others Knowing how to act
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.31
Encouraging Emotional Self-Regulation
Create a climate of trust Avoid listening to ‘tattle tale’ stories Avoid unnecessary comparisons Follow through with fair consequences
Help students recognize & express feelings Provide a vocabulary of emotions Be descriptive about your own emotions Encourage students to journal about their
feelings
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.32
Encouraging Emotional Self-Regulation cont’d
Help students recognize feelings of others Encourage perspective taking
Provide coping strategies Discuss different ways to handle intense emotions Model strategies—talk about how you handle intense
emotions Help students recognize cultural differences in
emotional expression Have students discuss how they show emotions in
their family Teach students to ask others how they are feeling
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.33
IV. Teaching Toward Self-Efficacy and Self-Regulated Learning
Assign complex tasks. The best are: Achievable, yet challenging Have multiple goals Engage students and extend over long periods of
time Provide students w/ info on their progress
Share control with students Choice results in increased motivation and
responsibility for the task Choice allows student to adjust level of challenge Model good decision making for students
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.34
Teaching Toward Self-Efficacy and SRL cont’d
Assign tasks that are self-evaluative Evaluation embedded within activities Should emphasize process as well as products Focus on personal progress Often less anxiety than traditional assessment
Encourage collaboration Effective collaboration reflects climate of community Collaboration encourages co-regulation
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.35
V. Diversity and Convergences in Theories of Learning Culture, social context, personal history,
ethnicity, language, and racial identity all shape personal characteristics (beliefs, knowledge), environmental features, and behavioral actions and choices
How might being a member of an ethnic, racial, or linguistic group not representative of the majority affect one’s knowledge and beliefs? If you are a member of the majority culture, do you think your thinking would change were you to move to a region of the world where members of your race were in the minority or where your language was not commonly spoken? What are the implications for teachers?
Educational Psychology, ALE, 11th EditionAnita WoolfolkISBN 0135094100
© 2011 Pearson Education, Inc.All Rights Reserved.36
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