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HOW ATTENTIVE ARE YOU?http://www.youtube.com/watch?v=Ahg6qcgoay4
WHAT YOU SHOULD KNOWAccording to social cognitive theory, knowledge
acquisition is related to observing others within social interactions, experiences and outside influences – people
learn behaviors by replicating the actions of others
• Bandura believes traditional learning theories overlooked social influences on learning
• Places more emphasis on cognitive factors such as expectations, beliefs and motivation in addition to social influences
• Learning is dependent on people serving as models and teachers
TRIADIC CAUSATION MODEL: LEARNING AS A RESULT OF MUTUAL INTERACTIONS BETWEEN PERSONAL, BEHAVIORAL AND ENVIRONMENTAL FACTORS
B - actions, choices, verbal statements, persistence, motivation
P – Beliefs, attitudes, knowledge, goals, efficacy, self regulation, biological events, emotions
E – Instruction, other people, consequences, physical setting, resources
Environment
Behavioral
Personal
ACTIVITY • Within table groups discuss
- any additional factors you would add under each of the headings
- how the factors are applicable to the classroom setting - which heading you as a group think is most important
• Nominate a speaker to present your findings to the class
ELEMENTS OF OBSERVATIONAL LEARNING Bandura (1986) noted observational learning includes four
elements:
1) Attention 2)Retention
3) Reproduction 4)Motivation & Reinforcement
Throughout today’s presentation and activities keep in mind these four elements elements
Reference: Bandura, A 1986, Social foundations of thought and action, Englewood Cliffs, NJ: Prentice Hall
• Banduras first study of observational learning – bobo dolls focused on imitating aggression
• Results were groundbreaking for the time• Later extended the study to aggressive behavior on
television at a time when televisions were becoming household items
• The relationship between external forces like television and behavior are still complicated and continue to be researched
• Social learning theories are often discussed when talking about media and the effects of exposure on learning
WHAT IS SELF-EFFICACY?
• Bandura (1997) define it as: ‘beliefs in one’s capabilities to organise and execute the courses of action required to produce given attainments’
• Self-efficacy is the perception of one’s ability to perform a task successfully
Reference: Bandura, A 1997, Self-efficacy: The exercise of control, New York, Academic Press.
DIFFERENT FROM…
• Self-concept: Individuals knowledge and beliefs about themselves and their ideas, feelings, attitudes and expectations
• Self-esteem: The value each of us places on our own characteristics, abilities and behaviours
IN A NUT SHELL
Self-efficacy:*Context specific assessment *Future orientated *Competence for a specific task *Strong predictor of behaviour*Judgement of personal capabilities
Self-concept:*Global construct *Result of external and internal comparisons*Contains many perceptions (including self-efficacy)
Self-esteem: *judgements of self worth, *no relationship between esteem and efficacy.
SELF-EFFICACY SOURCES AND INFLUENCESBandura identified four sources of self-efficacy 1. Mastery Experience2. Level of Arousal3. Vicarious Experiences4. Social Persuasion
* High self-efficacy is strongly related to high motivation and vice versa
1. Mastery Experiences• Own direct experiences • Considered the post powerful source
2. Level of arousal• Bodily and emotional responses• Anxious + worried =↓self-efficacy • Excited + ‘Psyched’ =↑ self-efficacy
3. Vicarious Experiences • Someone else models accomplishments• The closer the identification with modal the greater impact • Model performs well = ↑ self-efficacy• Model preforms poorly =↓self-efficacy
4. Social persuasion• ‘Pep talk’ or specific feedback• helps to make effort, attempt new strategies or try enough to
succeed• Counter setbacks
Reference: Keyser, V & Barling, J 1981, ‘Determinants of children’s self-efficacy beliefs in an academic environment’, Cognitive Therapy and Research, vol.5, no.1 , pp. 29-40
SELF-EFFICACY AND MOTIVATION:
Greater efficacy→ greater effort and persistence
Influences goal setting: higher self-efficacy= higher goals
set, less afraid of failure and more open to finding new strategies
Lower self-efficacy = avoid tasks altogether or give up easily when problem arises
ACTIVITY: LEARNING A VOLLEYBALL DIG • Whilst engaging in this activity consider your own personal
learning experience • Split into groups of 3
Key cues of Volleyball dig 1. Eyes watch the ball2. Both arms out palms facing up3. Make a fist with your left hand thumb on top, and cover
the left fist with your right hand4. Without ball: Knees bent to start with 5. With ball: Shrug shoulders and straighten knees (no
swinging at ball)
ACTIVITY
• Together with person next to you practice reading the sayings out loud
• Consider the reasons you may or may not be comfortable engaging in this activity
• You will not be expected to read the sentences aloud to the class – just practice in your pairs
VOLLYBALL ACTIVITY EXPLAINED• Self-efficacy: being told how to VS being shown (modeling)
• Importance of self-efficacy and elements of observational Learning as a PE Teacher and planning lessons and the
• Bandura believes that self-efficacy comes from six principal sources of information:
performance accomplishmentimagined experiencephysiological statesverbal persuasion emotion states
• These sources are not mutually exclusive and some are more influential than others
Reference: Weinberg R & Gould, D 2011, Foundations of Sport and Exercise Psychology, 5th ed , Human kinetics, Champaign, IL.
Performance Accomplishment
Verbal Persuasion
Vicarious Experiences (modelling)
Imaginal Experiences
Emotional states
Physiological States
Efficacy Expectations
Learning &
Performance
Reference: Weinberg R & Gould, D 2011, Foundations of Sport and Exercise Psychology, 5th ed , Human kinetics, Champaign, IL.
Relationship between sources of self-efficacy information, efficacy expectations and learning & performance
CLASSROOM APPLICATIONLearning through observation – demonstrate and model ideas and skills
Present a diverse range of models which challenge learners thinking
Enforce social learning through role play, debate and mind maps
Use intrinsic reinforcement; pride and a sense of accomplishment as a form of reward
Be a good role model – never underestimate how your actions affect others
THINGS TO REMEMBER
• Self-efficacy alone can’t make students learn • Self-efficacy affects students choice of activities, level of
effort and their persistence.
Graham & Weiner (1996) note 3 strategies tohelp with self-efficacy:
Adopt short-term goals Use specific learning strategies Receive rewards based on achievement not just engagement
Remember: All students are different