EDUC 220 Chapter 11

the value of self-efficacy

- greater efficacy leads to greater effort and persistence in the face of setbacks - also influences motivation and performance through goal setting - set higher goals, less afraid of failure and find new strategies when old ones fail - self efficacy is increased when students a) adopt short term goals so easier to judge progress b) are taught to use specific learning strategies e.g. outlining that help them focus c) receive rewards based on achievement - higher sense of self-efficacy supports motivation - value of self-efficacy seems to be cross -cultural

bringing together the different theories of learning

-different views of learning can be used together to create productive learning environments for the diverse students you will teach - 4 main learning theories: 1. constructivist - students must first understand and make sense of the material 2. cognitive - then they must remember what they have understood 3. Behavioural - then they must practise and apply their new skills and understanding to make them more fluid and automatic - a permanent part of their repertoire 4. Social Cognitive -finally they must take charge of their own learning - failure to attend to any part of the process results in lower quality learning

knowledge - influence of self-regulation

-students need knowledge about themselves, the subject the task, strategies for learning and the contexts in which they will apply their learning

factors that affect observational learning

1- developmental status of the observer; when older, can focus attention for longer, more effectively identify the important elements of a model's behaviour to observe, use memory strategies to retain info and motivate themselves to practise 2-status of model - (model prestige and competence) - children are motivated to imitate actions of others who seem competent, powerful, prestigious and enthusiastic e.g. parents, teachers, older siblings, rock stars, athletes 3-vicarious consequences - by watching others, we learn about what behaviours are appropriate 4-outcome expectations - observers are more likely to perform modelled actions they believe are appropriate, attainable and will result in rewarding outcomes 5- goal setting - observers are likely to attend to models who demonstrate behaviours that help them attain goals 6-self-efficacy - observers are more likely to learn from models if they have a high level of self-efficacy, if they believe they are capable of doing the actions needed to reach the goals

elements of observational learning

1. Attention- 2. Memory (retention) - 3. Imitation (production) - 4. Motivation (and reinforcement) -

4 stages of self-regulated learning

1. analyze the learning task 2. set goals and devise plans 3. enact strategies to accomplish the task 4. regulate learning

5 outcomes of observational learning

1. direction attention - by observing others we learn about actions and the objects involved and surrounding circumstances 2. encouraging existing behaviours - observing behaviour of others tell us which of our already learned behaviours to use 3. changing inhibitions - strengthening or weakening, e.g. if a student breaks rule and get away with it, others may learn undesirable consequences not always follow breaking rules. "Ripple effect" - contagious spreading of behaviours through imitation 4. teaching new behaviours and attitudes - modelling has long been used, such as to teach dance, sports etc. cognitive modelling can be applied to teach new ways of thinking. teachers serve as models for a vast range of behaviours 5. arousing emotions - people may develop emotional reactions to situations they have never experienced personally and hearing or reading about a situation are forms of observation

5 core social and emotional skills and competencies

1. self-awareness 2. self-management 3. social awareness 4. relationship skills 5. responsible decision making

modelling

Changes in behaviour, thinking, or emotions that happen through observing another person a model.

social persuasion

a "pep talk" or specific performance feedback - one source of self-efficacy

self-efficacy

a person's sense of being able to deal effectively with a particular task

co-regulation

a social process that supports the development of self-regulation; a transitional phase during which students gradually appropriate self-regulated learning and skills through modeling, direct teaching, feedback, and coaching from teachers, parents, or peers

shared regulation

a social process that supports the development of self-regulation; students working together to regulate each other through reminders, prompts, and other guidance

self-regulated learning

a view of learning as skills and will applied to analyzing learning tasks, setting goals and planning how to do the task, applying skills, and especially making adjustments about how learning is carried out

vicarious experiences

accomplishments that are modeled by someone else

triarchic reciprocal causality

an explanation of behavior that emphasizes the mutual effects of the individual and the environment on each other

self-reinforcement

controlling (selecting and administering) your own reinforcers

motivation and reinforcement - observational learning

even we acquire a new skill, we may not perform that behaviour until we have some motivation or incentive to do so -reinforcement is important in maintaining learning through persistence. a person who tries new behaviour is unlikely to persist without reinforcement

attention - observational learning

includes both selective attention (paying attention to the correct cues and info)and sustained attention (maintaining focus)

vicarious reinforcement

increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior

retention - observational learning

involves mentally representing the model's actions in some way, probably as verbal or visual or both. retention can be improved by rehearsal

sources of self-efficacy

mastery experiences, physiological and emotional arousal, vicarious experiences, social persuasion

mastery experiences

our own direct experiences- the most powerful source of efficacy information

physiological and emotional arousal

physical and psychological reactions causing a person to feel alert, excited or tense

production - observational learning

practice makes the behaviour smoother and more expert, will involve some form of feedback

self-regulation

process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals

direct reinforcement

rewards that immediately follow a given behavior

motivation - influence of self-regulation

self regulated learners are motivated to learn, they value learning and believe their intelligence and abilities are improvable

emotional self-regulation

strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals

human agency

the capacity to coordinate learning skills, motivation, and emotions to reach your goals

social cognitive theory

theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory

social learning theory

theory that emphasizes learning through observation of others

true

true or false: the value of self-efficacy seems to be cross-cultural

volition - influence of self-regulation

willpower; self-discipline; work styles that protect opportunities to reach goals by applying self-regulated learning