The Theories and Theorists that Shape our Understanding of the Learning Process
Barry Zimmerman
Professor of Educational Psychology at the City University of New York. He is researcher and contributor to SCT, with focus on self-regulated learning and demonstrational teaching.
Online Sample Writing – Self-Regulation (1994)
Overview & Resources
Critiques of SCT
There are many ways to incorporate social learning in the classroom and workplace. Social learning occurs when people observe the behaviors and outcomes of the behaviors of others. Here are just a few examples of how to incorporate SCT and enhance learning transfer:
Design and Plan- Create curriculum that sets expectations for learning by identifying objectives and goals for course. Build curriculum around cognitive or thinking domain such as Bloom’s taxonomy. This will insure the first step in the direction towards instilling Knowledge that will lead to comprehension and later application and synthesis of the material.
Role Playing- Use modeling to exhibit the behavior you wish the students to have. Lead demonstration exercises and utilize interactive video that shows step by step instructions and allows for student feedback.
Group Work- Incorporate student led group
discussion. Allow students to interact and
collaborate amongst themselves and observe their
behaviors and your feedback to these behaviors.
Assessment- When students use self and peer
assessment they assess their cognitive skills and
their work in a group, the role they play and suggest
improvements.
Social Learning in Action!
Here is a fun clip of social learning in action
through modeling! Enjoy!
Biological responses-SCT does not account for biological responses
Casual links-there is insufficient exploration of causal links
Observation of social learning-belief that social learning cannot be observed
Dale E. Berger
Professor of Psychology at Claremont Graduate University. His work in cognitive psychology has led to an emphasis in applied psychology in computer science and technology.
Online Sample Writing – Self-Regulation (2000)
Dale E. Berger
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Here are some additional online SCT resources to help you further your knowledge:
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Boston University School of Public Health “Social Cognitive Theory” page
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Minnesota State University Mankato “Social Cognitive Theory” page
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APA article “The Theory Heard Round the World” (October 2002)
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University of Kentucky page: Information on Self-Efficacy, Albert Bandura, and SCT
Albert Bandura
Professor of Psychology at Stanford University. He coined the term Social Cognitive Theory (SCT) and introduced it widely in 1986 with the publication of his book Social Foundations of Thought and Action: a Social Cognitive Theory.
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Social Cognitive Theory (SCT) is a learning theory that explores cognitive development and behavior based on social interaction. It was developed in response to the dominant Behaviorist models of learning prior to the 1960s (represented by B F Skinner and John Watson). In Behaviorist models of behavior and learning, individual action and learning were conditioned responses to the environment. SCT was an expansion of Social Learning Theory (represented by Julian Rotter) and included the additional emphasis on self-efficacy, or the learner’s confidence in achieving the learning transfer goal. The SCT approach is distinctive mainly because of the view of individual agency and the individual’s dynamic and reciprocal interaction in social contexts.
As an adult education learning theory, SCT enhances our understanding of the acquisition, retention, and application of knowledge and skills. It has had continued application in a variety of adult learning contexts, including continuing education, organizational learning, health education, business, and leadership coaching.
Links
Ted L. Rosenthal
Ted L Rosenthal (1936-1994)
Known as a researcher and contributor in the area of SCT. Well- loved Professor and mentor. Taught at the University of Arizona, University of Memphis and the University of Tennessee.
Bio (Obituary)
Online Sample Writing – Modeling (1970)
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Social Cognitive Psychologists
Walter Mischel
Professor of Psychology at Columbia University. His work and research have been in the areas of personality structure, process and development as well as self-regulation.
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Facilitation
Application and Learning Transfer
Social
Cognitivism
Social Cognitive Theory (SCT) is a learning theory that explores cognitive development and behavior based on social interaction. It was developed in response to the dominant Behaviorist models of learning prior to the 1960s...[and] is distinctive mainly because of the view of individual agency and the individual’s dynamic and reciprocal interaction in social contexts.
Dale Schunk
Professor of Psychology at the University of North Carolina-Greensboro.
Bio & Publications (CV)
Online Sample Writing – Self-Efficacy (2003)
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Professor at Emory University.
He maintained a comprehensive website on self-efficacy, Albert Bandura, and SCT.
Online Sample Writing – Self-Efficacy (1993)
These constructs are currently employed in the transfer of learning in a variety of ways:
Reciprocal Determinism (or Triarchic Reciprocal Causality) suggests three reciprocal roles between behavioral outcomes, the individual, and the environment. Video Designs for Learning (VDL) One current application of this construct is demonstrated in (PBworks, 2008). In VDL, each role (the Viewer, the Selector, and the Creator) has a reciprocal relationship with the others and a unique triadic reciprocity of behaviors, personal factors, and environment. In this example, VDL is multiply influenced by these factors as well as by the roles.
Observational Learning or Modeling in learning transfer provides a mental picture of plausible behaviors. Seeing behaviors in action enables visualizing doing the same thing. At Training Ground (a formational adventure experience for young men), observational learning occurs through mentoring, which is described as a “transfer of wisdom from old to young through relationship” in their mission statement (Training Ground, 2015). In this setting, learning transfer is the transfer of wisdom for living.
Behavioral Capability in learning transfer represents the individual’s capacity or ability to perform (such as knowledge, skills, and abilities). This is illustrated in the Leadership Development Model (Clark, 2010) by three key elements: individual attributes, competencies, and performance outcomes. In the leadership example, the SCT construct of behavioral capability is seen as ongoing process of learning and development.
Self Efficacy is a construct of SCT that places emphasis on the individual’s expectation of success. Learning transfer is dependent on the individual’s belief in their ability to achieve their desired outcome. Studies in the field of Career Education and Development show that the individual’s sense of self-efficacy plays a large part in career decision-making, career planning, and ongoing career development (Prideaux & Creed, 2001).
Reinforcement or Vicarious Reinforcement is public affirmation of certain behaviors intended to encourage desired behaviors. In organizational learning transfer, this might take the form of recognizing exemplary employee performance through employee recognition events, which can inspire all employees to perform at their best. Cutting Edge PR cites employee recognition events as a way to reinforce performance expectations to achieve better performance overall (Cutting Edge PR, 2013).
SCT consists of five constructs:
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Reciprocal Determinism
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Observational Learning or Modeling
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Behavioral Capability
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Self-Efficacy
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Reinforcement or Vicarious Reinforcement