Nama : Nurul Fitriyah

NPM : 20207279006
Kelas : 2n Reguler B
Mata Kuliah : Psikologi Perkembangan Kognitif

Contemporary Educational Psychology

Bandura's social learning theory emphasizes the importance of observational

(surrogate) learning, or learning that occurs in the absence of real performance by the
learner Bandura postulates that for observational learning to occur, individuals must pay
attention to the model, cognitively retain what the model does, be able to produce the
behavior being modeled, and motivated to do so. Early studies on modeling identified
several characteristics of the model that could influence observer motivation such as the
model's perceived competence, model status, and perceived similarity to the model.
Bandura's theory formulates a conceptual framework for reciprocity, or the reciprocal
interaction between three sets of behavioral influences; environment; and personal. In this
dynamic conceptualization, the motivational process is an ever-changing personal influence,
influencing behavior and the environment, and being influenced by it.

 The central premise of Bandura's theory is that individuals strive for a sense of
agency, or the belief that they can exert great influence over important events in their lives.
They exercise this sense of agency using their cognitive and self-regulating abilities such as
by setting goals and implementing strategies to achieve them. They monitor their progress
towards their goals and adjust their strategy as they believe is necessary. Central to this
agent's perspective is individuals' self-efficacy, or their perceived ability to learn and act at a
defined level. Self-efficacy, which results from evaluative and goal-oriented self-reflection, is
a key internal motivation process in social cognitive theory. . Similarly, short and near-term
goals improve outcomes better than long-term goals that are far away. Learners are more
motivated to try to achieve goals they think are difficult but attainable than goals they believe
are too easy or difficult. Underlying these traits is the learner's commitment to trying goals.
Particularly for difficult goals, a low sense of commitment can negatively impact motivational
outcomes (e.g., why many attempts to lose weight don't work). Iterative processes (i.e.,
perceived progress → self-efficacy → goal pursuit) are critical to motivation and learning.

Social cognitive researchers have also explored the motivational effects of goal types
such as learning and performance. This is not the same as goal orientation, which is the
reason for wanting to achieve a goal. Learning objectives refer to the knowledge, skills, and
strategies that students must acquire (eg, learning how to divide fractions); Performance
objectives indicate what tasks students must complete. Learning objectives focus students'
attention on processes and strategies that help them improve their learning, while
performance objectives focus on social comparisons and task completion. Although
performance goals can influence outcome motivation. Self-efficacy is a key personal
influence in Bandura's (1997) model of reciprocal interaction that can influence outcome
motivation. Learners who feel successful in learning are likely to engage in cognitive and
behavioral activities that enhance their learning such as setting goals, using effective
learning strategies, monitoring and evaluating progress on their goals, and creating effective
physical and social environments for learning. In turn, self-efficacy can be influenced by
action outcomes such as perceived progress and goal attainment, as well as by
environmental inputs. These results affect self-efficacy and ongoing motivation. Self-efficacy
does not appear suddenly. Efficacy assessment is a cognitive process in which individuals
use information sources to assess their self-efficacy. Performance achievement is the most
reliable source because it shows what a person can achieve. But people also judge their
self-efficacy based on their observations of others. Observing successful performance can
increase the observer's self-efficacy, while observed failure can decrease it. Self-efficacy-
influenced by persuasive verbal statements and feedback from others (eg, "You can do it!").
Although representative and persuasive sources can increase self-efficacy, subsequent
successful performance by individuals is required for these improvements to persist.
Physiological/Indexemotional can also affect self-efficacy. People who feel less anxious in a
situation can mean that they are more capable of succeeding, whereas higher anxiety can
indicate that a person is less competent. Self-efficacy influences one's choice of activity,
effort, persistence, achievement, and self-regulation, and in turn is influenced by one's
results.

Teacher self-efficacy refers to the perceived ability to help students learn. Teachers
with higher self-efficacy are more likely to engage students in challenging learning, put forth
effort and persistence to help students learn, and help students achieve higher levels.
Outcome expectations can sustain motivational outcomes over long periods when people
believe their actions will ultimately lead to success. Outcome expectations and self-efficacy
are not synonymous (Self-efficacy is a person's belief about what can be done; outcome
expectation is a person's belief about what will happen after a person performs a certain
action. Outcome expectation and self-efficacy, however, are often associated with each
other. others.Social cognitive theory, predicts that learners who believe they are largely
responsible for their positive outcomes may experience high self-efficacy and continue their
efforts.When learners believe that causes under their control are responsible for negative
outcomes (eg. , poor test performance due to low learning effort), they may strive to produce
better results in order to maintain their self-efficacy to be successful.The period of reflection
(i.e., during pauses and when the task is completed) is when learners reflect on their
performance , evaluate their success, and make make attributions to the results of their
actions.

Motivation refers to the processes that instigate and sustain goal-directed activities.
The motivational process is a personal/internal influence that leads to outcomes such as
choice, effort, persistence, achievement, and environmental regulation. Motivation has been
a prominent feature of social cognitive theory from early modeling research to its current
conception of agency. The process of motivation is goal and self-evaluation of progress, self-
efficacy, social comparison, values, outcome expectations, attribution, and self-regulation.
Critical issues facing this theory include diversity and culture, methodology, and the long-
term effects of interventions.