REVIEW

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REVIEW
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WHAT DO WE LEARN ABOUT LEARNING FROM

• SOCRATES
• B. F. SKINNER
• INFORMATION PROCESSING
• JEAN PIAGET
• LEV VYGOTSKY

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What seems to be missing?
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Human learning is a function of
CONTEXT X BELIEF
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CAROL DWECK
A SOCIAL-COGNITIVE APPROACH TO MOTIVATION AND
LEARNING
The GOALS that individuals pursue create the
framework within which they interpret and react
to events.
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Because they have different
IMPLICIT THEORIES
about the nature of intelligence
FIXED ENTITY VIEW INCREMENTAL VIEW
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FIXED
PERFORMANCE
HIGH
MASTERY
LOW
HELPLESS
INCREMENTAL
TASK
HIGH or LOW
MASTERY
Dweck Leggett, 1988
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RESEARCH FINDINGS INDICATE THAT

• AN INCREMENTAL THEORY OF INTELLIGENCE IS MORE
  CONSISTENTLY ASSOCIATED WITH ADAPTIVE
  MOTIVATIONAL PATTERNS
• IMPLICIT THEORIES MAY BE AT THE ROOT OF
  MALADAPTIVE PATTERNS OF BEHAVIOR

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People's level of motivation, affective states,
and actions are based more on what they believe
than on what is objectively the case. Albert
Bandura
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ALBERT BANDURA
SOCIAL COGNITIVE THEORY
HUMAN CONDUCT RESULTS FROM THE INTERPLAY BETWEEN
SELF-BELIEFS AND ENVIRONMENT RECIPROCAL
DETERMINISM
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BEHAVIOR (Learning)
PERSONAL FACTORS
ENVIRONMENT
RECIPROCAL DETERMINISM
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MODELING IMITATION
INDIVIDUALS HAVE THE CAPABILITY TO LEARN FROM
OTHERS
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OBSERVATIONAL LEARNING IS GOVERNED
BY FOUR COMPONENT SUBFUNCTIONS

• ATTENTION
• RETENTION
• PRODUCTION
• MOTIVATION

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ROLE OF MODELS

• MODEL STATUS, POWER, PRESTIGE
• MODEL COMPETENCE
• MODEL SIMILARITY
• MASTERY vs COPING MODELS
• MODEL CREDIBILITY
• MODEL ENTHUSIASM (passion?)
• MODELING AND GENDER

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INDIVIDUALS HAVE THE CAPABILITY TO REGULATE THEIR
OWN BEHAVIOR
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SUBFUNCTIONS OF SELF-REGULATION

• SELF-OBSERVATION (self-monitoring)
• PERFORMANCE JUDGMENT (referential comparisons)
• SELF-REACTION
  (self-satisfaction, self-worth, distress)

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INDIVIDUALS HAVE THE ABILITY TO SELF-REFLECT
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SELF-EFFICACY
Self-efficacy is the belief in ones
capabilities to organize and execute the sources
of action required to manage prospective
situations. Bandura, 1986
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SELF-EFFICACY
WHAT DOES IT DO?

• THE CHOICES WE MAKE
• THE EFFORT WE PUT FORTH
• HOW LONG WE PERSIST WHEN WE
  CONFRONT OBSTACLES (AND
  IN THE FACE OF FAILURE)
• HOW WE FEEL

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SELF-EFFICACY
WHERE DOES IT COME FROM?
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IMPLICATIONS OF SELF-EFFICACY RESEARCH FINDINGS
ON EDUCATION

• Self-reflection self-assessment (metacognition).
• Maintain high self-efficacy beliefs.
• Avoid the illusion of incompetence and the
  illusion of artificial limits (imposter syndrome)
• Mastery experience is the key to developing high
  self-efficacy, but social persuasions are also
  critical.
• Engage in tasks and assignments that are
  challenging but accessible.
• Capability is incremental, not fixed.
• Guard against inappropriate social comparisons.
• Think competence, not self-esteem.
• The value of habit. Beliefs become habits of mind.

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Gaining insight into
one's underlying motives, it seems, is more
like a
belief conversion than a
self-discovery process. Albert Bandura
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NEXT CLASS
MOTIVATION IN LEARNING

• PLEASE READ AND/OR REVIEW
• H G Chapter 9

Test 3 is next week - All essay.