Learning and Cognition Tutor: Wing Au

Sage Blackmore
Student ID: 110199439

Educational Psychology – Albert Bandura’s Social Cognitive Theory

Introduction

The aim of this essay is to gain a deeper understanding of Bandura’s key concepts of the
social cognitive theory. Also, the aim is how Bandura’s theory can be linked to teaching
methods. Included in this essay will be Bandura’s key concepts, consisting of observational
learning and self-efficacy, how these concepts support children’s learning and development,
how the concepts can inform teaching methods, and conclude with limitations and
strengths of the theory.

Overview

Throughout the 1960’s, Albert Bandura established that individuals learn through the
observations of others (McInerney & McInerney 2010, p.178). Bandura built his theory upon
behaviourism principles. Bandura looked at how individuals developed social, emotional,
and behavioural abilities, and what influenced individuals motivation. (Woolfolk, & Margetts
2016, p.315). Bandura’s theory was heavily influenced by individuals in the environment and
how the environment can inform one’s actions and behaviours.

Explanation and Definition of Key Concepts, which are Significant to Children’s Learning
and Development
There are several key concepts to the social cognitive theory. The key concepts that will be
discussed are, observational learning and the concept of self-efficacy. A key concept of
social cognitive theory is observational learning which is the process where individuals learn
information by observing models, and it consists of four different principles; attention,
retention, reproduction, and motivation/reinforcement (McInerney & McInerney 2010,
p.180). A key point to this model is that if a child see’s that the behaviour that is being
observed is rewarded, then the child is more likely to reproduce it.

Attention refers to a child needing to pay attention to the model’s behaviour that is being
observed. Retention refers to a child remembering what has been observed to be able to
imitate it. Reproduction discusses a child must possess the abilities to reproduce the
observed behaviour. Finally motivation or reinforcement discusses that there must be an
enticement for a child to replicate the model’s observed behaviour (Cutts & Gebert 2015,
Learning and Cognition Tutor: Wing Au
Sage Blackmore
Student ID: 110199439

p.133). Vicarious reinforcement may also play a role, as a child may modify an observed
behaviour due to witnessing the consequences of the performance from others (Woolfolk &
Margetts 2016, p.317).

A final key concept of social cognitive theory that will be discussed is, self-efficacy. Self-
efficacy is the belief that people are capable of doing the behaviours that are required to
reach the individuals goals or to succeed.

How Key Concepts Support the Learning and Development of Children:

Observational learning and self-efficacy support the learning and development of children.
Observational Learning - Firstly, attention is supportive in the development of children as it
is a significant factor in memory processing and learning (Woolfolk & Margetts 2016, p.317).
It also supports children’s development and learning as children must learn to pay attention
to a model or teacher in order to achieve something. Attention also supports learning and
development as children are obtaining new skills, through watching.

Retention supports children’s development and learning, as children must grasp an

understanding of what has been observed in order to remember the behaviour. Mental
practice/rehearsal (visualising the observed behaviour) is an important element in
retention, enabling children to learn and develop an understanding that practicing
observations through mental rehearsal can improve the outcome (Nabavi 2011-2012, p.8-9).

Reproduction plays a role in supporting the learning and development of children, as

children may reproduce skills they have not attained yet. This allows the child to learn a new
skill, and develop the new skill by constantly reproducing the action through practice.

The final part of observational learning is motivation and reinforcement. Children learn from
observing others behaviour and actions, and are able to identify if the behaviour received a
positive or negative outcome. Thus allowing children to develop an understanding of
modifying the observed behaviour in order to attain a particular consequence. It also
supports children’s learning and development, as observing a behaviour which receives a
negative consequence, means that children will learn that, that particular behaviour is
inappropriate and will learn not to replicate it (Moore, 1999).
Learning and Cognition Tutor: Wing Au
Sage Blackmore
Student ID: 110199439

Self-Efficacy – High levels of self-efficacy support the development and learning of children
as it can develop a child’s confidence. Self-efficacy is also supportive as it can make the child
want to learn and expand on the individuals knowledge. Self-efficacy can also develop
children’s self-awareness, learning styles, motivation, and academic performance
(Freudenberg, Cameron & Brimble 2010, p.479-496).

How Bandura’s Concepts will Inform Teaching:

Observational Learning - Bandura’s theory can directly be applied to teaching. The theory
focuses on models in the classroom, and how vicarious rewards and punishment can effect
student’s behaviour (McInerney & McInerney 2010, p.181). Educators play a key role in
observational learning to students. Educators are constantly modelling specific behaviours,
such as; confidence, tolerance, and manners while teaching. This allows students to
recognise these types of behaviours, retain what one’s past and present teacher was like
and then have the ability to reproduce the behaviours as presented by the educators. Also
by modelling techniques during lessons, educators will be using observational learning.
Students will be able to pay attention and retain the examples the teacher is using, to then
reproduce it in one’s work, guiding students through content.

Self-Efficacy- As educators a strong sense of self-efficacy should be built in the classroom,

and educators should constantly praise students for work and having a go. This way children
will be motivated and dedicated. Through educators, by building and supporting student’s
self-efficacy, then academic performance is more likely to increase.

Strengths and Limitations of the Theory:

Strengths - Throughout Bandura’s theory there are a range of strengths and limitations. A
major strength to the theory is that Bandura expanded knowledge on the behavioural
theories (Woolfolk & Margetts 2016, p.314). Bandura was also the first to suggest that
internal factors and external factors influence individuals learning (Triadic reciprocal
causation). A further strength is that the theory discusses human social behaviours (Nabavi
2011-2012, p.19).
Learning and Cognition Tutor: Wing Au
Sage Blackmore
Student ID: 110199439

Possible Limitations - A major limitation is that the theory has been criticised for
encouraging social conformity. Another limitation is that some aspects of the theory are not
related, for example observational learning and self-efficacy have no link. A concluding
limitation to this theory is that there is a disregard to maturation, meaning that how a child
learns through observation compared to an adult is not distinguished (Nabavi 2011-2012,
p.20).

Conclusion:

It is evident that Bandura’s social cognitive theory plays a key role in education. Key
elements of observational learning and self-efficacy support children’s learning and
development in numerous of ways, and it is clear that educators are able to use this theory
in the classroom to assist and motivate learning.
Learning and Cognition Tutor: Wing Au
Sage Blackmore
Student ID: 110199439

References:
Cutts, K & Gerbert, K 2015, Psychology SATSA 2015 Study Guide, South Australian Science
Teachers Association, South Australia.
Freudenberg, B Cameron, C & Brimble, M 2010, ‘The Importance of Self: Developing
Students' Self Efficacy through Work Integrated Learning’, The International Journal of
Learning, Vol. 17, No. 10, pp. 479-496.
McInerney, D.M & McInerney, V 2010, Educational Psychology Constructing Learning, 5th
edn, Pearson Australia, New South Wales.
Moore, A 1999, Albert Bandura, Psychology History, viewed 11th of April 2016,
<http://muskingum.edu/~psych/psycweb/history/bandura.htm>
Nabavi, R.T 2011-2012, ‘Bandura’s Social Learning Theory and Social Cognitive Learning
Theory’, Theories of Developmental Psychology, pp. 19-20, viewed 6th of April 2016,
<https://www.researchgate.net/publication/267750204_Bandura's_Social_Learning_Theory
_Social_Cognitive_Learning_Theory>.
Woolfolk, A & Margetts, K 2016, Educational Psychology, 4th edn, Pearson Australia,
Melbourne.