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By: Lisa Thomas and Jenny Johnson
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
by chance• Majored in Psychology and
graduated in 1949• Went to graduate school at U. of
Iowa and graduated in 1952• In 1953 he taught at Stanford and
wrote his first book Adolescent Aggression with Richard Walters
• In 1974 he was elected President of the American Psychological Association
• Retired from teaching March 15th 2010.
• Social Cognitive Theory provides a large body of verified knowledge about the determinants and psychological mechanisms governing observational learning of behavioral and social competencies, cognitive skills, and emotional propensities. (Bandura, Self-Efficacy)
•“Observational Learning”• Bandura believes that we learn a great deal through imitation by observing models and mentally coding
what we see.
Bandura vs. Skinner
Bandura SkinnerIn Skinner’s theory,
learning appears to be a gradual process in which organisms must act to learn—behavior shaped overtime by consequences
Bandura argues that in social situations we often learn much more rapidly simply through observing behavior of others—more immediate
“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own action to inform them what to do.”—Bandura, 1977
BehaviorBehaviorss
CognitionsCognitions
EnvironmenEnvironmentt
Attentional Processes: what is selectively observed in the profusion of modeling influences 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 and conceptions
Production Processes: conceptions are translated to appropriate courses of action—when 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 acquisition and performance because people do not perform everything they learn—people are more likely to exhibit modeled behavior if it results in valued outcomes than if it has unrewarding or punishing effects (Bandura, Self-Efficacy)
Bobo Doll Experiment
Bandura wanted to prove that behavior such as aggression is learned through observing and imitating others
People who view aggression in society (consciously or unconsciously) think that the behavior is acceptable for them to imitate
Group A: Watched an adult hitting doll with a mallet
Group B: Watched an adult play nicely with the doll
Group A: In playroom, children battered the doll with mallet
Group B: In playroom, children played nicely with doll
Observation
Results
“Beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments”—Bandura , Self-Efficacy
•Plays a major role in how one approaches goals, tasks, and challenges•Center of Bandura’s Social Cognitive Theory
The Difference Between Self-Efficacy & Self-Esteem
Often used interchangeably as though they represent the same phenomenon, when in fact they refer to entirely different things.Self-Efficacy: concerned with judgments of
personal capabilities Example: “I’m going to make this free-throw shot.”
Self-Esteem: concerned with judgment of self-worth
Example: “I’m a terrible person.”
“There is no fixed relationship between beliefs about one’s capabilities and whether one likes or dislikes oneself.” (Bandura, Self-Efficacy)
__________________________________________________
Sources of Self-Efficacy Appraisals1. Actual Performance: efficacy perceived through performance
experiences. Success builds a strong belief in one’s personal efficacy, and failure undermines it.
Bandura believes this to be the most influential source of knowledge
2. Vicarious Experiences: appraising one’s capabilities in relation 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 one’s capabilities than if they convey doubts
4. Psychological Cues: In judging their capabilities, people rely partly on somatic information conveyed by physiological and emotional states.(Bandura, Self-Efficacy)
Is verbal persuasion or a child’s actual performance the most influential source of a child’s self-efficacy appraisal? If verbal persuasion is most effective, does it matter whether it is positive or negative in regard to the effect it has on the child’s recorded running time? To what degree do vicarious experiences affect the child’s self-efficacy appraisal.
HypothesisSince society today focuses primarily
on encouraging students through verbal persuasion, this study will attempt to disprove Bandura’s conclusion about actual performance as the most effective source by proving verbal persuasion, negative or positive, to be the most influential source.
•17 kids (9 boys and 8 girls)•Age range: 6-17 years old1.We divided the kids into 4 groups: actual performance, vicarious experience, negative verbal persuasion, and positive verbal persuasion—leaving out psychological cues.2.Each child observed the measured distance of about 100 feet 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 second prediction from the child.4.Then depending on the group, after the child ran, he or she gave a third prediction
Actual Performance GroupName Age 1st
Prediction
1st Run 2nd Prediction
2nd 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
Actual Performance
Vicarious Experience GroupName A
ge
1st Prediction
Revised prediction
1st Run 3rd Prediction
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.
Vicarious Experience
Verbal Persuasion (Positive) GroupName A
ge
1st Prediction
Revised Prediction
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.
Verbal Persuasion-Positive
Verbal Persuasion (Negative) Group
Name Age
1st Prediction
Revised Prediction
1st Run
3rd Prediction
2nd Run
Rose Mary
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.
Verbal Persuasion-Negative
Which has the most Influence?1st Prediction
2nd Prediction Difference
Actual Performance
21 seconds 12 seconds 9 seconds
Vicarious Experience
17 seconds 11 seconds 6 seconds
Verbal Persuasion- Positive
24 seconds 17 seconds 7 seconds
Verbal Persuasion- Negative
10 seconds 10 seconds 0 seconds
Comparing 1st RunsInfluences of Self- Efficacy
1st Runs
Actual Performance 11 seconds
Vicarious Experience 12 seconds
Verbal Persuasion- Positive
10 seconds
Verbal Persuasion- Negative
10 seconds
Our Conclusion:
Bandura was Right!
Told ya so!
Our ConclusionThrough our testing we found our hypothesis
to be INCORRECT: Like Bandura, our test results proved actual
performance to be the most influential source of self-efficacy appraisal
Negative and positive verbal persuasion had the same effect on the child’s running time
Vicarious experience was the 3rd most influential source of self-efficacy appraisal.
•Not have parents present •Do it in a even more controlled setting•Focus more on gender and age•Make sure that the kids are not sharing scores between groups•Include “Physiological Cues”
Further Questions
How does age affect the child’s self-
efficacy appraisals?
Does gender matter when using different sources of self-efficacy
appraisal?
Piaget
Bandura
Nurture
Locke
Nature
Rousseau
It’s appealing to imagine children making their own discoveries and creating their own ideas. In reality, however, children’s minds are
structured by the environment, by the models and the social training practices the environment provides (Bandura, 1977)
Thank you for
your time!
Hope you have a Happy Easter!
