Bandura Johnson Thomas

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By: Lisa Thomas and Jenny Johnson


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Biographical Information

Born in 1925 in Alberta, Canada

Grew up in a small town

Attended the U. of British Colombia

Enrolled in an Gen. Psych. Course bychance

Majored in Psychology and graduatedin 1949

Went to graduate school at U. of Iowaand graduated in 1952

In 1953 he taught at Stanford andwrote his first bookAdolescentAggressionwith Richard Walters

In 1974 he was elected President of theAmerican Psychological Association

Retired from teaching March 15th2010.


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Social Cognitive Theory provides a large body of verifiedknowledge about the determinants and psychologicalmechanisms governing observational learning of behavioral and

social competencies, cognitive skills, and emotionalpropensities. (Bandura, Self-Efficacy)

Observational Learning

Bandura believes that we learn a great deal through imitation byobserving models and mentally coding what we see.


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Bandura vs. Skinner

Bandura Skinner

In Skinners theory, learningappears to be a gradualprocess in which organismsmust act to learnbehaviorshaped overtime byconsequences

Bandura argues that in socialsituations we often learnmuch more rapidly simplythrough observing behaviorof othersmore immediate


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Learning would be exceedinglylaborious, not to mention hazardous,if people had to rely solely on theeffects of their own action to inform

them what to do.Bandura, 1977


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Behaviors

Cognitions

Environment


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Attentional Processes: what is selectively observed in the profusion of modelinginfluences and what information is extracted from ongoing modeled events

Retention Processes: an active process of transforming and restructuring

information about events for memory representation in the form of rules andconceptions

Production Processes: conceptions are translated to appropriate courses ofactionwhen deficits exist, the sub-skills required for complex performances

must 1st

be developed by modeling and guided enactment

Motivation Processes: social cognitive theory distinguishes between acquisitionand performance because people do not perform everything they learnpeopleare more likely to exhibit modeled behavior if it results in valued outcomes than

if it has unrewarding or punishing effects (Bandura, Self-Efficacy)


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Bobo Doll Experiment

Bandura wanted to prove

that behavior such asaggression is learnedthrough observing andimitating others

People who viewaggression in society(consciously orunconsciously) thinkthat the behavior is

acceptable for them toimitate

GroupA

: Watched an adulthitting doll with a mallet

Group B: Watched an adultplay nicely with the doll

Group A: In playroom,children battered the dollwith mallet

Group B: In playroom,children played nicely with

doll

Observation

Results


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Beliefs in ones capabilities to organize andexecute the courses of action required toproduce given attainments

Bandura , Self-Efficacy

Plays a major role in how one approaches goals, tasks, andchallenges

Center of Banduras Social Cognitive Theory


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The Difference Between

Self-Efficacy & Self-EsteemOften used interchangeably as though theyrepresent the same phenomenon, when in factthey refer to entirely different things.

Self-Efficacy: concerned with judgments of personalcapabilities

Example: Im going to make this free-throw shot.

Self-Esteem: concerned with judgment of self-worth Example: Im a terrible person.

There is no fixed relationship between beliefs aboutones capabilities and whether one likes or dislikesoneself. (Bandura, Self-Efficacy)

__________________________________________________


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Sources of Self-Efficacy Appraisals

1. Actual Performance: efficacy perceived through

performance experiences. Success builds a strong belief inones personal efficacy, and failure undermines it.

Bandura believes this to be the most influential source ofknowledge

2. Vicarious Experiences: appraising ones capabilities inrelation to the attainment of others

3. Verbal Persuasion: easier to sustain a sense of efficacy,especially when struggling with difficulties, if significant

others express faith in ones capabilities than if they conveydoubts

4. Psychological Cues: In judging their capabilities, peoplerely partly on somatic information conveyed byphysiological and emotional states.

(Bandura, Self-Efficacy)


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Is verbal persuasion or a childs actual performance the most

influential source of a childs self-efficacy appraisal? If verbalpersuasion is most effective, does it matter whether it is positiveor negative in regard to the effect it has on the childs recordedrunning time? To what degree do vicarious experiences affectthe childs self-efficacy appraisal.


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HypothesisSince society today focuses primarily on

encouraging students through verbal

persuasion, this study will attempt todisprove Banduras conclusion about actualperformance as the most effective source by

proving verbal persuasion, negative orpositive, to be the most influential source.


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17 kids (9 boys and 8 girls)

Age range: 6-17 years old

1. We divided the kids into 4 groups: actual performance,

vicarious experience, negative verbal persuasion, andpositive verbal persuasionleaving out psychological cues.

2. Each child observed the measured distance of about 100feet and predicted how long it would take he or she to run it.

3. After implementing the different sources of self-efficacy

appraisal in each group and we then asked for a secondprediction from the child.

4. Then depending on the group, after the child ran, he or shegave a third prediction


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Actual Performance GroupName Age 1st

Prediction1st Run 2nd

Prediction2nd Run

Joseph 11 years 15 seconds 9 seconds 9 seconds 9 seconds

Grace 9 years 45 seconds 14 seconds 20 seconds 15 seconds

Ryan 9 years 10 seconds 10 seconds 10 seconds 10 seconds

James 16 years 13 seconds 9 seconds 7 seconds 8 seconds


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Actual Performance


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Vicarious Experience GroupName A

ge

1st Prediction Revisedprediction

1st Run 3rdPrediction

2nd Run

Mariella 6 20 sec. 12 sec. 11 sec. 12 sec. 12 sec.

Will 6 15 sec. 10 sec. 12 sec. 12 sec. 11 sec.

Michaela 7 20 sec. 12 sec. 12 sec. 12 sec. 12 sec.

Kieran 9 20 sec. 12 sec. 11 sec. 11 sec. 11 sec.

Beth 8 10 sec. 10 sec. 13 sec. 12 sec. 12 sec.


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Vicarious Experience


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Verbal Persuasion (Positive) Group

Name Age

1st Prediction RevisedPrediction

1st Run 3rd Prediction 2nd Run

Lochlan 7 60 sec. 40 sec. 11 sec. 10 sec. 12 sec.

Martin 6 13 sec. 10 sec. 13 sec. 1o sec. 13 sec.

Erin 12 11 sec. 9 sec. 9 sec. 9 sec. 9 sec.

Claire 17 12 sec. 10 sec. 8 sec. 9 sec. 9 sec.


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Verbal Persuasion-Positive


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Verbal Persuasion (Negative) Group

Name Age

1st Prediction RevisedPrediction

1st Run 3rdPrediction

2nd Run

RoseMary

7 10 sec. 13 sec. 10 sec. 10 sec. 11 sec.

Rachel 10 10 sec. 10 sec. 10 sec. 10 sec. 11 sec.

Brandon 11 10 sec. 10 sec. 9 sec. 9 sec. 9 sec.

Jeff 12 8 sec. 8 sec. 9 sec. 9 sec. 9 sec.


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Verbal Persuasion-Negative


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Which has the most Influence?

1st

Prediction

2nd

Prediction Difference

ActualPerformance

21 seconds 12 seconds 9 seconds

VicariousExperience


VerbalPersuasion-Positive


VerbalPersuasion-Negative



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Comparing 1st Runs

Influences ofSelf- Efficacy

1st Runs

Actual Performance 11 seconds

Vicarious Experience 12 seconds

Verbal Persuasion- Positive 10 seconds

Verbal Persuasion- Negative 10 seconds


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Our Conclusion:

Bandurawas Right!

Told ya so!


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Our Conclusion Through our testing we found our hypothesis to be

INCORRECT:

Like Bandura, our test results proved actualperformance to be the most influential source of self-efficacy appraisal

Negative and positive verbal persuasion had the sameeffect on the childs running time

Vicarious experience was the 3rd most influential sourceof self-efficacy appraisal.


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Not have parents present

Do it in a even more controlled

settingFocus more on gender and age

Make sure that the kids are notsharing scores between groups

Include Physiological Cues


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Further Questions

How does age affectthe childs self-

efficacy appraisals?

Does gender

matter when using

different sourcesof self-efficacy

appraisal?


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Piaget

Bandura

Nurture

Locke

NatureRousseau

Its appealing to imagine children making their own discoveries and

creating their own ideas. In reality, however, childrens minds are

structured by the environment, by the models and the social training

practices the environment provides (Bandura, 1977)


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Thank

you for

yourtime!

Hope you

have a

Happy

Easter!

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Bandura Johnson Thomas