SOCIAL COGNITIVE THEORY & MOTIVATION

THEORIST: ALBERT BANDURA

Banduras early social learning theory emphasized modeling and seeing others reinforced or punished
for particular behaviors. Bandura found basic behaviorism to be to limited. Bandura states, I found this
behavioristic theorizing discordant with the obvious social reality that much of what we learn is through
the power of social modeling. Bandura could not imagine a culture in which its values, including
education, were gradually shaped in each new member by rewarding and punishing consequences of
their trial-and-error performances. His theory was broader than a theory of learning it included
cognitive factors and motivation.


CURRENT SOCIAL COGNITIVE THEORY:
Today this theory has taken Banduras theory as a foundation and has built upon it. Emphasis is retained
on the role of other people serving as models and teachers (the social part of social cognitive theory), but
also includes the impact of learning of cognitive factors such as thinking, believing, expecting,
anticipating, self-regulation, and making comparisons and judgment (the cognitive part). Current social
cognitive theory is a dynamic system that explains human adaptation, learning, and motivation. The
theory addresses how people develop social, emotional, cognitive, and behavioral capabilities; how
people regulate their own lives; and what motivates them. Individuals do not simply respond to
environmental influences, but rather they actively seek and interpret information. Motivation is both
intrinsic and extrinsic; goals, expectations,
intentions and self-efficacy are important
influences.


CONCEPTS LINKED TO SOCIAL
COGNITIVE THEORY:

Triarchic Reciprocal Causality: a dynamic
interplay among three kinds of influences:
personal, environmental, and behavioral. All
factors influence and are influenced by each
other.

Self-Efficacy and Agency: Bandura suggests
that predictions about possible outcomes of
behavior are critical for learning because
they affect goals, effort, persistence,
strategies, and resilience. These predictions
are affected by self-efficacy our beliefs about our personal competence or effectiveness in a given area.
Compared to self-esteem, self-efficacy is concerned with judgments of personal capabilities; self-esteem
is concerned with judgments of self-worth. Bandura outlined four sources of information that individuals
employ to judge their efficacy: performance outcomes, vicarious experiences, verbal persuasion, and
physiological feedback.

Modeling- Learning From Others: Learning by observing from others is a key element of social
cognitive theory. Children are more likely to imitate the actions of others who seem competent,
powerful, prestigious, and enthusiastic, so parents, teachers, older siblings, athletes, action heroes, rock
stars, or film personalities may serve as models, depended on the age and interests of the child.

APPLYING SOCIAL COGNITIVE THEORY
Self-efficacy affects motivation: greater efficacy leads to greater effort, persistence in the face of setbacks,
higher goals, and finding new strategies when old ones fail. If sense of efficacy is low, however, people
may avoid a task altogether or give up daily when problems arise.

CASE STUDY: Gerard William Forshire is a Grade 6 student (age 11-12) who is unmotivated. He has an
academic history of failure, but no history of a behavior problem. His teacher has generated two
strategies, using a Social Cognitive perspective that she plans to use to facilitate success and motivation in
Gerard.

Strategy One: Goal Setting Race Game

Purpose: set up short term (daily) and long term goals (weekly/monthly)
Arrange students into groups (pair students who do well with those who are having difficulties &
those who have similar goals)
Groups choose a vehicle of their choice that they get to put on the Race Board
Points will be assigned for group goals achieved (individual, group and classroom goals).
If a student in the group is unmotivated, the group has the opportunity to meet as a group to help
the student achieve goals missed that week. The teacher will be available to help provide
guidance.
If goals are consecutively not achieved the teacher will sit down with the group. It is important
that the teacher provide verbal persuasion (coaching and feedback).
When vehicles reach the finish line there can be various positive reinforcements. (ex. The whole
class gets a pizza party once all vehicles reach the finish line)
KSAs related to strategy: #5, 6, 7, 12
Social cognitive learning theory views motivation as a function of individuals thoughts rather than some
instinct, need, drive, or incentive. This form of peer/group activity can aid the student in finding
academic success.
Strategy Two: Interview with Student To Find Interests
The goal of this strategy is to get the student productively involved with the work of the class
catch their interest and create a state of motivation to learn.
Find time to have one-on-one informal interview with student.
Take the time to identify students interests, hobbies, and extracurricular activities that can be
incorporated into class lessons and discussions.
During the interview the teacher should:
o Use enthusiasm and passion to connect with student and help positively motivate the
student.
o Reinforce the students strengths, and allow the student to believe they can change and
successfully increase their positive academic habits.
o Discuss expectancy and value motivation is the product on ones motivations and what
they value.
Include elements of their interests into class to increase motivation. Be sure to allow student to
be involved in the rubric and outcome desires process. By having a clear understanding of the
expectations the student will feel more competent and confident in achieving the final goals.
Teacher must be able to identify resources and guides for the student to access.
KSAs related to strategy: #5, 9, 12, 13