Running head: ANALYZING ANNIE !

Social Cognitive Theory: Analyzing Annie

Caleb Ricks

National University
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Social Cognitive Theory: Analyzing Annie

Introduction

Social Cognitive Theory is a powerful tool that teachers can use to motivate their students

in the classroom and to facilitate learning amongst their students. Teachers who utilize this

theory can discover the factors that drive their student’s actions and how the actions students

perform in the classroom affect their cognition. This theory, developed by Albert Bandura, hails

from the behavioral learning school of thought and focuses on the effects of signals on behavior

and on mental processes (Slavin, 2018). In this way, Social Cognitive Theory not only examines

how one’s thoughts affect and fuel one’s actions but also how one’s actions influence or affect

one’s thoughts. In the case of Annie, Social Cognitive Theory can be used to examine the

behavioral cues behind her actions and how her actions within the classroom affect her thoughts.

Social Cognitive Theory and Understanding Annie’s Comments

Though other behavioral theories have examined how thoughts influence behavior, Social

Cognitive Theory, also known as Social Learning Theory, is different from other behavioral

theories in that it emphasizes the role of modeling and observational learning (Slavin, 2018).

Modeling, imitating another’s behaviors, and observation, learning through another’s successes

and failures, reveal that learning is best fashioned directly from an observable model (Slavin,

2018). Bandura’s theory of learning by observing others has four phases: the attentional,

retention, reproduction, and motivational phases (Slavin, 2018). The attentional phase involves

watching a model (Slavin, 2018). The retention phase includes the model displaying the behavior

to the observer/learner (Slavin, 2018). The observer is then given a chance to rehearse this

behavior. In the reproduction phase, the observer attempts to match the behavior of the model
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(Slavin, 2018). The motivational phase, the final phase, suggests that a learner will imitate a

model’s behavior because he or she is convinced that doing so will increase his or her chances of

the behavior being reinforced (Slavin, 2018).

In terms of Annie’s comment “I just can’t do this writing stuff,” Bandura’s Social

Learning Theory can be used to analyze how Annie’s thoughts are affecting her behavior and,

reversely, how Annie’s behaviors are affecting her thoughts. Furthermore, Annie’s comments

may reflect inability to imitate her model’s, or, in the case, teacher’s, behavior. Using Social

Learning Theory, we can discover if Annie believes that she “just can’t do this writing stuff”

because she is unable to reproduce her model’s behavior. She may prefer physical education and

art over English because her PE teacher and her art teacher serve as better models for Annie to

imitate. If Mr. Baer is not an interesting model, then Annie will not pay attention to him (Slavin,

2018). Also, if Mr. Baer is not modeling and then allowing his students to rehearse the behavior,

then Annie will not feel that she can reproduce the behavior and, by extension, succeed (Slavin,

2018). In this case, Social Learning Theory may prove that Annie has an unsuccessful model

rather than an inability to write. Research also suggests that attitudes can be acquired through

observation (Slavin, 2018). If Annie has observed a model that practices this behavior when he

or she is frustrated, then Annie may be more likely to reproduce the attitude revealed in her

claim.

Sources of Low Self-Efficacy Beliefs

Annie’s feelings of low self-efficacy may be a consequence of her inability to reproduce

her model’s behavior. Slavin (2018) defines self-efficacy as “the belief that one’s behavior makes

a difference.” Research suggests that students with high self-efficacy have better grades than
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students of the same level of intelligence who have low self-efficacy (Slavin, 2018). Students

with low self-efficacy, such as Annie. may believe “that success in school is due to luck, the

teacher’s whims, or other external factors [and] are [thus] unlikely to work hard.” Annie may

have high self-efficacy in the other subjects because she understands that trying hard in PE, such

as running as fast as she can, and putting in effort in art, such as executing technique, will yield

success. In these subjects, she equates effort to success. However, Annie’s low self-efficacy in

Language Arts convinces her that no amount of effort will allow her to succeed as a writer. In

this sense, she does not equate effort with success and therefore will not exert effort in the

English classroom. Furthermore, research suggests that teacher’s feedback during the

observational learning phases impacts students’ self-efficacy (Slavin, 2018). PE teachers and art

teacher tend to offer students positive feedback regarding their efforts, but if Mr. Baer is not

providing Annie with positive feedback as she attempts to reproduce the writing process, then

she will display a low self-efficacy because she will feel that her efforts are meaningless,

incorrect, and unsuccessful.

Applying Social-Cognitive Theory to Improve Confidence and Success

Social Learning Theory can be used to provide a proper model for Annie in order to

improve her self-efficacy, confidence, and success in writing. Slavin (2018) suggests that a

successful model, one that students want to observe and pay attention to, is attractive, successful,

interesting, and popular. A teacher who presents “clear and interesting cues, by using novelty or

surprise, and by motivating students” will gain Annie’s attention so that she may model this

teacher’s behavior (Slavin, 2018). This can be done by following Bandura’s four phases of

observational learning. In order for Annie to retain the information, her teacher will need to give
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her an opportunity to imitate and practice the behavior her teacher models (Slavin, 2018). For

example, her teacher can model how to construct a proper thesis through chunking and then give

his students the chance to practice writing their own thesis either independently or in groups.

Then, the teacher should assess Annie’s writing to see if it is accurately reproduced and if it

matches his model. Annie’s teacher should also provide positive feedback because, as previously

discussed, positive feedback will raise Annie’s self-efficacy and, by extension, the chances of the

teacher’s modeled behavior being reinforced (Slavin, 2018).

Self-Regulation and a Plan to Improve Annie’s Self-Regulation

Self-regulation is an important skill for students to learn. According to Slavin (2018),

self-regulation is the ability for people to “observe their own behavior, judge it against their own

standards, and reinforce or punish themselves.” Like any skill, self-regulation can be taught, and

Annie can be taught to use self-regulation to determine her level of success in writing (Slavin,

2018). If Annie’s teacher encourages Annie to set goals for her writing, such as writing three

body paragraphs by the end of the week or to have a working thesis by a certain day, this can be

used as a self-regulation strategy. As Annie attempts to reach each of these goals, she will be able

to regulate her own work and success. Giving Annie these goals would allow her to have control

over her own learning goal, and she is likely to build a strategy for meeting the writing goals that

she and her teacher establish for her (Slavin, 2018). Through self-regulation, Annie can

determine her success and ability in writing based on whether or not she has met her writing

goals.
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Addressing Typical vs. Atypical Behavior and Development

I do not believe that Annie’s behavior is atypical in any way. She is exhibiting the

behavior of a frustrated student with low self-esteem in the subject of writing in need of

inspiration and coaching. Thankfully, this is exactly what our degree is teaching us to do. Rather

than identifying Annie’s behavior as atypical, Social Learning Theory can be used to identify the

thinking behind the behavior, and how these thoughts influence Annie’s behavior. If the teacher

discovers that Annie’s comments regarding her writing are a result of her inability to reproduce

the model’s (teacher’s) behavior, then the teacher should find other ways to model the behavior

rather than merely labeling Annie’s behavior as atypical. This is our duty as teachers—to inspire

our students to push through their frustrations and failures and to set goals for our students so

that they may grow more confident in the classroom. Annie would greatly benefit from set goals

regarding her writing. If her teacher establishes learning goals with her and helps her achieve

these goals, then I believe her self-efficacy will increase. Furthermore, if the teacher adapts the

way in which he is modeling the writing behavior for Annie, he may display a writing method

that Annie can reproduce. If Annie’s teacher encourages her and praises her along the way,

Annie’s self-efficacy will skyrocket. Again, Annie’s behavior is not atypical and therefor dies not

require parent intervention. Rather, it is the verbal expression of a student with low self-efficacy

that needs encouragement, modeling, and praise from her teacher.

However, if Annie reveals that she has difficulty reading or writing in English, then Mr.

Baer may want to contact the parents and establish an IEP. Further investigation is necessary and

the case study does not provide enough information, but Annie’s difficulties with writing could

be the result of a learning disability of low language proficiency in English. If this is the case,
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then Mr. Baer should seek Annie’s parents and discuss Annie’s reading ad writing behaviors at

home. Does she read for fun at home? What is the main language spoken at home? Does Annie

have difficulty reading the assignments for other academic subjects? The answers to these

questions could determine whether or not Mr. Baer suggest that an IEP be written for Annie. 

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References

Slavin, Robert E. (2018). Educational psychology (12th ed.). New York, NY: Pearson.