Almazan | De Guzman | De Ocampo | Dimaranan | Zacarias

originator of Social Learning Theory

(renamed to Social Cognitive Theory) and
theoretical construct of Self-efficacy

Bobo doll experiment (1961)

Fourth most frequently cited psychologist

of all time
Greatest living psychologist
One of the most influential scientist of all
time
PERSON BEHAVIOR ENVIRONMENT
Cognition
Self-efficacy
Behavior
Environment
 peoples belief about their
capabilities to produce
designated levels of
performance that exercise
influence over events that affect their
lives.
 Self-efficacy

Perceived level
Tasks of competence Performance
Treatment of phobias
Done by Bandura and colleagues

Learning a new language

Application of the 4 sources of self-efficacy
i. Mastery Experiences
ii. Vicarious Experiences
iii. Verbal Persuasion
iv. Physiological and Emotional State
 Vicarious Experiences
Mastery Experiences through observance of
social models
also known as personal degree of similarity
performance between the observer
accomplishments and the model is of
most effective way to great importance
create a strong sense of The greater the
efficacy assumed similarity, the
more persuasive are the
models successes and
failures.

Verbal Persuasion Physiological and

also known as social Emotional State
persuasion how an emotional or
way of strengthening physical reaction is
peoples beliefs that perceived and
they have what it takes interpreted is important,
to succeed not its intensity
Self efficacy can only be applicable to
tasks/situations confined to the
individuals capabilities. Limitations
can set boundaries to what a person
can achieve regardless of level of self-
efficacy. These limitations are usually
environmental in nature.
Virtually every phenomenon that occurs by direct experience can
occur vicariously as well by observing other people and the
consequence for them.

Albert Bandura
Social Learning Theory
Focused on learning from observing others

Social Cognitive Theory

Focused on cognitive factors such as beliefs, self-perceptions, and
expectations (Cognitive factors)
 Bobo doll, 3 to 4 feet Divided into 3 groups: Divided according to sex
inflatable plastic figure so that half of the
and preschool children: 1. 24 control group participants were exposed
36 boys and 36 girls received no treatment to a same-sex adult
enrolled at the Stanford 2. 24 exposed to model and the other half
University Nursery School aggressive models was exposed to an
ages 3 to 6 years old 3. 24 exposed to non- opposite-sex adult model
aggressive models
 Children exposed to the violent
model tended to imitate the exact
behavior they had observed when
the adult was no longer present

Children in the non-aggressive

group would behave less
aggressively than those in the
control group

Boys would behave more

aggressively than girls, engaged in
more than twice as many acts of
aggression.

Boys who observed an adult male behaving

violently were more influenced than those
who had observed a female model behavior
aggressively

In the same-sex aggressive groups, boys

were more likely to imitate physical acts
of violence while girls were more likely
to imitate verbal aggression
Bandura and his colleagues
believed that the experiment
demonstrates how specific
behaviors can be learned
through observation and
imitation
In 1965, Bandura found that
children were more likely to
imitate aggressive
behavior if the adult
model was rewarded for
his or her actions
Several studies involving
television commercials and
videos containing violent
scenes have supported this
theory of modeling
Albert Bandura believed
television was a source of
behavior modeling
 Enactive Learning
learning by doing and
experiencing the consequences
of your actions

Vicarious Learning
learning by observing
others
 Social cognitive theory states that there are three characteristics
that are unique to humans that sets them apart from other species.
These are:

Performance
Vicarious
Self-efficacy standards and
Consequences
moral conduct

model and imitate others self-reflection ability to regulate ones

own behavior
 Learning by Cognitive
observing processes can
other peoples influence
behavior observational
learning

Capable of
anticipating & Regulate and
appreciating guide behavior
the by visualizing the
consequences consequences of
of the behaviors our behavior
we observe
Learning can occur through
observation or sample rather
than solely by direct
reinforcement

Challenges the notion that

behavior can be learned or
changed through direct
reinforcement

The most human behavior is

learned through example
intentionally or accidentally
 Modeling teaches new behavior.

Modeling influences the frequency of

previously learned behaviors.
Modeling may encourage previously
forbidden behaviors.
Modeling increases the frequency of
similar behaviors.
 Motor
Attentional Retention Motivational
Reproduction
Processes Processes Process
Process
person person translates if possible
person attends to remembers the symbolically coded reinforcement is
and accurately models behavior memories of the potentially present,
perceives the previously models behavior person enacts
models behavior observed into new response modeled behavior
patterns
 Administering rewards or
punishment to oneself for meeting or
exceeding, or falling short of ones own
expectations or standards.
 Reciprocal Internal and External
Determinism Triadic Reciprocality Determinants

behavior is controlled
or determined by the behavior is determined part of a system of
individual, through through the interaction interacting influences
cognitive processes, of behavioral, that affect not only
and by the cognitive and behavior but also the
environment, through environmental or various parts of the
external social situational variables system
stimulus events
 Person

Environmental Behavior
Influences
Person
person attends to and accurately perceives
the models behavior

Environment
rewards and punishments, norms, access
in community, influence on others

Behavior
skills, practice, self efficacy
 Consider a child begging her father for a second brownie, should the
father give the child?

If the father automatically (without thought) were to give the child a

second brownie, then the two would be conditioning each others
behavior in the Skinnerian sense. The behavior of the father would be
controlled by the environment; but his behavior, in turn, would have a
counter controlling effect on his environment, namely the child.
 In Banduras theory, however, the father is capable of thinking about the
consequences of rewarding or ignoring the childs behavior.
The father has an effect on both his environment (the child) and his
own behavior (rejecting his daughters request). The childs
subsequent behavior (fathers environment) helps shape the
cognition and the behavior of the father.
The change in environment also allows the father to pursue different
behaviors. Thus, his subsequent behavior is partially determined by
the reciprocal interaction of his environment, cognition, and
behavior.
 This example illustrates the reciprocal interaction of behavioral,
environmental, and personal factors from the fathers point of view. First,
the childs pleas affected the fathers behavior (E B); they also
partially determined the fathers cognition (E P); the fathers
behavior helped shape the childs behavior, that is, his own
environment (B E); his behavior also impinged on his own
thoughts (B P); and his cognition partially determined his
behavior (P B). To complete the cycle, P (person) must influence E
(environment). How can the fathers cognition directly shape the
environment without first being transformed into behavior? It cannot.
However, P does not signify cognition alone; it stands for person.
 BF Skinner Albert Bandura Ivan Pavlov

Observational/Social
Operant Conditioning Classical Conditioning
Learning

Individual and animal Individual animal subjects

Individual human subjects
subjects

Little Albert and rat Bobo doll experiment Dog experiment

Learning as a result of Learning w/out directly Learning as a result of

reinforcement experiencing conditioning

Behavioral responses can Cognitive process can Learning is the outcome

be controlled by external influence observational when a neutral stimulus
factors learning interacts with a reflex
People learn only through
observation and imitation.

People may acquire forbidden

behaviors through other models
(e.g. TV)

People must also be exposed to other

models other than teachers and
parents to prevent stereotyping.
 Study by David Burton PhD and William Meezan on October 20,
2008 about Social Learning being applicable to adolescent sexual
abusers
Based on Banduras theory, several learning paths to sexual aggression
can be hypothesized. For example: exposure to pornography,
criminality, chaotic environments, and other forms of aggression
could be related to the development of sexually aggressive
behavior.
 Manifesting sexually abusive behavior is undoubtedly more complex
than the simple expression of a physical behavior learned by being
exposed to sexual abuse or pornography. As Bandura (1986) discussed,
youth may not only learn a behavior, but they may also learn the
verbalized thoughts and interpretations of motives associated
with the behavior.
These cognitions and processes are models for the youths own
cognitions and processes which lead to behavioral expression.
Boeree, C. G. (1998). Personality Theories: Albert Bandura. Retrieved September
12, 2003 from the Shippenberg University of Pennsylvania website:
http://www.ship.edu/~cgboeree/bandura.html

Feist, J., & Feist, G. J. (2008). Theories of Personality (Seventh Edition ed.).
McGraw-Hill website: http://www.primisonline.com

Schultz, D. P., & Schultz, S. (2009). Theories of Personality (Tenth Edition ed.).
Belmont, CA: Wadsworth, Cengage Learning.

Weibell, C.J. (2011). Principles of learning: 7 principles to guide personalized,

student-centered learning in the technology-enhanced blended learning
environment.