RUNNING HEAD: Social Cognitive Theory Paper

RCLS 445, Processes and Techniques in Therapeutic Recreation

Ulfa Hall
Instructor: Emily Messina
Due Date: May 21, 2015
Theory Paper-Social Cognitive Theory

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Social Cognitive Theory

Social cognitive theory provides a psychological perspective that explains how human
beings learn behaviors. The main element of the theory is that human beings learn the most by
observing other beings model behaviors, whether positive or negative, thereby making learning a
social action. This theoretical perspective emerged from the works of Albert Bandura.
Key individuals within the development of the theory

Albert Bandura is a psychologist at Stanford University. He developed the Social

Learning Theory from which he adopted the Social Cognitive Theory (Boswell, 2007). Aside
from psychology, his theory has been widely studied and used in various fields such as education
and therapeutic recreation.
History of the theory
Social Cognitive Theory was developed by Albert Bandura in the mid 1980s. The theory
started out as Social Learning Theory. Social Learning Theory states that behavior is learned by
observing even without any reinforcement from the one who is modeling the behavior. Bandura
argued that how a person behaves and the intensity of that behavior cannot be explained by the
inner struggles but rather by the environment in which the person is involved (Bandura, 1971,
pp.2). This idea seems to challenge the perspective that our traits and personalities are not
innate, but rather argues that they are learned. While the theory may seem to imply that an
individual may be at the mercy of his or her environment, Bandura emphasizes that the
individual does have a capacity to decide whether to engage in the behavior (Bandura, 1971, pp.
2). Bandura changed the name of his theory to Social Cognitive Theory in the mid 1980s. In
the Evolution of Social Cognitive Theory, Bandura argues that individuals not only learn the
behaviors but regulate them and make conscious decisions for future actions. (Bandura, 2005,

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pp.10). This perspective gives the theory a much more dynamic nature. The individual not only
interacts with the environment, but as the environment changes the individual has the potential
for change.
Description of theory
According to Social Cognitive Theory, observational learning is attained through
modeling behavior. However, the modeled behavior that is learned is effective if there are
rewards. Bandura also argues that the modeled behavior will be more acceptable if the person
modeling the behavior has social status or observable characteristics that seem pleasing to the
person who is observing (Bandura, 1989, pp.4).

While observing and modeling behavior allows for how behaviors are learned, Albert
Bandura expands the theory and argues that human beings have some control over their actions.
He sees human beings as agents. As such, they can control their actions, their adaptations and
their influences; there is intentionality to the actions. In Social Cognitive Theory: An Agentic
Perspective, according to Bandura, the four features that are required for human agents are
intentionality, forethought, self- reactiveness and self-reflectiveness.

The human agent uses intentions to perform an action. Intentions assume there is a
purpose, a plan and a consequence. Intentions assume that the planning is for the future and it is
to bring about an action (Bandura, 2001, pp.6). Once there is intent, the human agent can have
forethought. Forethought is the planning of goals. These goals assume a long term view.
Furthermore when the long term goals have been set, actions suggest a direction and adaptation
to the goals (Bandura, 2001, pp.7). The set goals and plan for action enable the human agent to
self-react and regulate the goals according to the environmental circumstances (Bandura, 2001,

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pp.8). Eventually, there are moments of self-reflection. These moments allows the human agent
to reflect on the end goals and whether they can be achieved (Bandura 2001, pp.10)

The purposefulness of these features allows the human agent to use them in different
modes of agency. Specifically, Bandura argues that there are three modes of agency. These
agencies are the direct personal agency, proxy agency and collective agency (Bandura, 2001,
pp.1). The direct agent is where the human agent acts as the agent to accomplish something.
The human agent may not have control over resources, so outside sources are required to
accomplish a task (Bandura, 2001, pp.13). The proxy agency is where the human agent uses
another to act on his or her behalf in order to accomplish an outcome (Bandura 2001, pp.13).
This may be where someone may not feel they cannot accomplish the task on their own. In the
collective agency, Bandura (2001) states, Group attainments are the product not only of the shared
intentions, knowledge, and skills of its members, but also of the interactive, coordinated, and
synergistic dynamics of their transactions(Bandura 2001, pp.14). The collective is the agent. This
suggests that the collective agency is more likely to accomplish a desired goal. This type of agency
is obvious in social changes as well as political changes.

In general all these features and agencies require self-efficacy, knowledge and outcome
expectations. In self-efficacy, the human agent should have a strong belief that the goals and tasks
can be accomplished and completed. This belief depends on how the human agent views his or her
abilities to finish the tasks. In Health Promotion by Social Cognitive Means, Bandura sees selfefficacy as working together with outcome expectations and environmental impediments (Bandura,
2004, pp.143) These environmental impediments require the human agent to learn about the
impediment, which is called knowledge. While self-efficacy gives the human agent a belief of
accomplishment, the knowledge creates a precondition for change (Bandura, 2004, pp.144). Once

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the precondition for change are set, the outcome expectations can be positive, thereby pleasurable, or
negative, which would require self-reflection (Bandura, 2004, pp.144)
Implications for Therapeutic Recreation
The strength of Social Cognitive Theory is that it is dynamic. It attempts to explain the
reasons why the environment affects individuals and vise versa. A change in environment means that
there could be a change in the individual. Social Cognitive Theory may seem difficult to integrate
into therapeutic recreation because it takes time to convince individuals about how the environment
influences them and how they can influence the environment. But the theory has staying power
because once individuals are convinced about the basis of the theory, they can become their own
advocates for their health. For example, people with Spinal Cord injuries have had the environment
change them, so they must adapt to the changes (Wise, 2002, pp.338). In order for these changes to
be successful, these individuals learn how to have a high self-efficacy which in turn affects their
knowledge and outcome expectations. These changes have long-term positive effects on their
emotional stability.

Conclusion
Social Cognitive Theory has become a popular theory and is used in many fields including

therapeutic recreation. The theory focuses on how individuals learn and regulate behaviors and
make conscious decisions about future actions. Self-reflection allows people to reflect on their
goals. Having positive models is important. Seeing someone reaching the same goals an
individual wants to achieve will inspire the individual more than simple instructions. This is
why groups like Alcoholics Anonymous are popular and effective. The field of therapeutic
recreation is applying these same techniques with great success. The power behind Social
Cognitive Theory is that individuals become their own advocates for their well-being.

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References
Bandura, A. (1971). Social Learning Theory. [PDF file]. Retrieved from
http://www.jku.at/org/content/e54521/e54528/e54529/e178059/Bandura_SocialLearning
Theory_ger.pdf
Bandura, A. (1989). Social Cognitive Theory. [PDF file]. Retrieved from
http://www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of
Psychology, 52, 1-26. Retrieved from https://ezproxy.library.ewu.edu/login?
url=http://search.proquest.com/docview/205845107?accountid=7305
Bandura, A. (2005). Evolution of Social Cognitive Theory. [PDF file]. Retrieved from
http://www.uky.edu/~eushe2/Bandura/Bandura2005.pdf
Bandura, A. (2005). Health Promotion by Social Cognitive Means. Health Education and
Behavior, 31,(2), 143-164 Retrieved from
http://www.uky.edu/~eushe2/Bandura/Bandura2004HEB.pdf
Boswell, R. (2007, Dec 06). Belief that people learn by watching earns psychologist top award in
field; Canadian-born Albert Bandura ranked in world's top four during 20th century. The
Ottawa Citizen Retrieved from https://ezproxy.library.ewu.edu/login?
url=http://search.proquest.com/docview/241121957?accountid=7305
Wise, J.B. (2002). Social Cognitive Theory: A Framework for Therapeutic Recreation Practice.
Therapeutic Recreation Journal, 36,(4), 335-351.

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