Social Cognitive Theroy 2

Social Cognitive Theory yation social cognitive theorists believe that.. we learn through .but we may not see a change in behavior right away as learning is an internal process. we learn by observing and imitating models both LIVE and $ymbolic mirror neurons WILLOR UEMLODE observing a model activates in the brain these neurons evolved to copy the behaviors we see in others.. SO... if we see someone being rewardęd punished or it's as if we are being rewarded or punished too (vicariously) ormrod, 2011 self-efficacy is the belief that we can accomplish a given task a little bit too much self-efficacy is better than too little, since we are willing to try the new and difficult things we see others modeling oself-regulation is the ability to consciously monitor and control your own behavior as we get older , self-regulation gets easier and we become more and more active in our learning process behavior , environment and personal factors affect each other bi-directionally environment reciprocal causation behavior personal before during after self- evaluation emotion gods regulation In self-regulated learning, you start by setting a goal, let's say learning all of the state capitals. While learning, you follow a study schedule and a set of steps to learn all of the capitals. You keep your emotions in check even when you can never remember that the capital of New York is not NYC but Albany, a city that no one cares about. Also, you are keeping track of how many capitals you can remember. When you're done, you see how you did (48/50 isn't so bad, I mean, do we really need two Dakotas?) and you buy yourself a milkshake for doing such a great job! self- self-imposed contingencies instructions self- monitoring ormrod, 2011, p. 342 deficiency if you were the only person on a deserted island, how could you still learn? Video Analysis "OK team, I thought you did a great job. I heard many people say I agree with. and then mentioned a name, which tells me that they actually listened to what that person said." Vniversity of Bouthern California Rossier Fehool of Education, n.d. the teacher is making the expectations (contingency) explicit. He wants his students to show that they are listening by telling us who they agree and disagree with and why. This way they can model the appropriate language and behavior they see in others. the teacher and students both model 23 the teacher models students see the models succeeding, which in turn promotes self-efficacy academic and discourse language participating students show that they can take part in a complex discussion students will be able to interpret the impact of the invention of the printing press students could better evaluate their own learning students fill out self-assessments of their participation in class to promote self-monitoring students improve self-regulation by participating in the assessment process lesson redesign students and teachers average their scores ormrod, 2011, P. 510 000 the teacher could also use an incentive system to provide vicarious reinforcement students see their peers gaining points and feel a vicarious teward participate, to want i e, to in turn, students could be put in charge of assessing their peers to avoid the horns' or 'halo' effect from the teacher o points 1,000,000 points Citations Ormrod, J. (2011). Educational psychology: developing learners. Boston: Pearson Education University of Southern California Rossier School of Education (Producer) n.d. 4th Grade, Canoga Park [Video file]. https://www.2sc.usc.edu/mod/assignment/view.php?id=22359 in order ruod too iwill