Practical IGNOU- MAPC 007, Psychology Year 1, Assignments of Psychology

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The famous bobo doll experiment is the perfect example of learning through observing others. The social learning theory has greatly emphasized on the role of interaction with others and the environment in the development of our behavior. Albert Bandura, through his experiment demonstrated the effects of observation on behavior of the observer. In expansion to the same theory, he suggested that not all behaviors that are observed are learned, simply because of the triarchic reciprocal interaction of of cognitive, environment and behavior. Social cognitive theory latter elaborates the role of cognitive factors along side environment in shaping our behavior. He suggested that people learn by observing others, people learn more affectively by observing behavior of others they identify with and self-efficacy of the belief of being able to accomplish a particular goal influences the learning. Furthermore, Learning theory expanded to include cognition, motivation factor, self-regulatory factory in addition to the environment to explain and affect behavior and vice versa. SGT believes that people are influenced and have the capability to influence their environment. Self-system is the starting point of the reciprocal determination. This helps us to evaluate our own behavior consisting of self-observation, judgement, response and self-efficacy. Self efficacy, observational learning- attention, retention, reproduction and motivation; vicarious learning. The social cognitive theory is a learning theory which states that people acquire new behaviors by observing a model, and that personal (or cognitive) factors, the behavior itself and the environment (in the form of reinforcements) are engaged in a triadic feedback relationship, called reciprocal determinism, which influences the reproduction of the learned behavior. This theory was proposed by Albert Bandura officially in his 1986 book, Social Foundations of Thought and Action: A Social Cognitive Theory , and is an expansion of his take on social learning theory. He called it social cognitive theory to emphasize the role of cognitive factors (encapsulated under the personal factors) in the process of learning as well as to differentiate it from other social learning theories. With social cognitive theory, Bandura broadens his social learning theory by starting with a conceptualization of humanity as having agency and capability, that is, humans are not just shaped by their environments and inner forces but also shape their environment and can regulate those inner forces. He maintains his major contributions to social learning theory, such as modelling, identification, and direct and vicarious reinforcement. He expands observational learning by adding onto it four cognitive processes that mediate learning,

namely attention, retention, production and motivation. Finally, he adds the concept of self- efficacy, the personal belief in one’s own capability to plan and act accordingly in response to foreseeable situations. Social learning theory is a cognitive-behavioral theory of learning which proposes that we acquire new behaviors simply by observing it along with its consequences. Although Bandura is credited with most of this body of knowledge, the entirety of social learning theory is a collective work from different people. Through his famous Bobo Doll Experiments Bandura came to the conclusions that are now basically the core concepts of modern social learning theory. First, learning occurs by observing the behavior of a model, which includes extracting information about the observation and deciding on performing the behavior ( modeling or observational learning ). Second, behavior can be reinforced by observing the consequences that happen to the model after the behavior was performed ( vicarious reinforcement ). Third, observation is a cognitive skill hence learning is a cognitive-behavioral process. Lastly, a learner observes and copies the model that he or she sees the most similarity with or has the most emotional attachment with (identification ). Social cognitive theory is the expanded form of Albert Bandura’s social learning theory which states that learning can occur by observing a behavior and that the manifestation of that behavior in the learner is regulated by the triadic reciprocal determinism between personal (cognitive) factors, the behavior itself, and by the environment (reinforcement). Meanwhile, social learning theory is a learning theory that proposes that learning occurs in a social context by means of observation of the behavior and the consequences that follow it. Definition Social cognitive theory is the expanded form of Albert Bandura’s social learning theory which states that learning can occur by observing a behavior and that the manifestation of that behavior in the learner is regulated by the triadic reciprocal determinism between personal (cognitive) factors, the behavior itself, and by the environment (reinforcement).

Meanwhile, social learning theory is a learning theory that proposes that learning occurs in a social context by means of observation of the behavior and the consequences that follow it. Proponent/s Social cognitive theory was proposed by Albert Bandura alone. Social learning theory is a collective work, with the most contribution coming from Bandura but with earlier contributions from Neil Miller and John Dollard, Julian Rotter, and Robert Burgess and Ronald Akers, as well as an influence from cognitive perspectives on learning. Core concepts Core concepts in the social cognitive theory are human agency, observational learning and its four meditational processes (attention, retention, production, motivation), triadic reciprocal determinism between cognitive, behavioral and environment factors, and self-efficacy. In social learning theory, the core concepts are observational learning, reinforcement (direct or vicarious), learning as a cognitive-behavioral process, and identification with a model. Role of cognitive factors In the social cognitive theory, cognitive factors play an important and equal role with environmental factors in the acquisition of new behavior and in its production. In social learning theory, the cognitive factors are only acknowledged to play a role in the acquisition of new behavior but not much or none at all in its production. Role of reinforcement In the social cognitive theory, reinforcement or environmental factors has an equal role with cognitive factors in the learning and production of behavior. In social learning theory, consequences and reinforcement play a major role in the acquisition and production of behavior. Scope Social cognitive theory has a broader theoretical scope as it includes a conceptualization of humans as agents capable of shaping their environment and of self-regulation. Social

learning theory on the other hand is limited to tackling the learning process in the social context. Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior. The unique feature of SCT is the emphasis on social influence and its emphasis on external and internal social reinforcement. SCT considers the unique way in which individuals acquire and maintain behavior, while also considering the social environment in which individuals perform the behavior. The theory takes into account a person's past experiences, which factor into whether behavioral action will occur. These past experiences influences reinforcements, expectations, and expectancies, all of which shape whether a person will engage in a specific behavior and the reasons why a person engages in that behavior. Many theories of behavior used in health promotion do not consider maintenance of behavior, but rather focus on initiating behavior. This is unfortunate as maintenance of behavior, and not just initiation of behavior, is the true goal in public health. The goal of SCT is to explain how people regulate their behavior through control and reinforcement to achieve goal-directed behavior that can be maintained over time. The first five constructs were developed as part of the SLT; the construct of self-efficacy was added when the theory evolved into SCT.

1. Reciprocal Determinism - This is the central concept of SCT. This refers to the dynamic and reciprocal interaction of person (individual with a set of learned experiences), environment (external social context), and behavior (responses to stimuli to achieve goals).
2. Behavioral Capability - This refers to a person's actual ability to perform a behavior through essential knowledge and skills. In order to successfully perform a behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, which also affects the environment in which they live.
3. Observational Learning - This asserts that people can witness and observe a behavior conducted by others, and then reproduce those actions. This is often exhibited through "modeling" of behaviors. If individuals see successful demonstration of a behavior, they can also complete the behavior successfully.
4. Reinforcements - This refers to the internal or external responses to a person's behavior that affect the likelihood of continuing or discontinuing the behavior. Reinforcements can be self-initiated or in the environment, and reinforcements can be positive or negative. This is the construct of SCT that most closely ties to the reciprocal relationship between behavior and environment.
5. Expectations - This refers to the anticipated consequences of a person's behavior. Outcome expectations can be health-related or not health-related. People anticipate the consequences of their actions before engaging in the behavior, and these anticipated consequences can influence successful completion of the behavior. Expectations derive largely from previous experience. While expectancies also derive from previous experience, expectancies focus on the value that is placed on the outcome and are subjective to the individual.

6. Self-efficacy - This refers to the level of a person's confidence in his or her ability to successfully perform a behavior. Self-efficacy is unique to SCT although other theories have added this construct at later dates, such as the Theory of Planned Behavior. Self-efficacy is influenced by a person's specific capabilities and other individual factors, as well as by environmental factors (barriers and facilitators).

Limitation of Social Cognitive Theory

There are several limitations of SCT, which should be considered when using this theory in public health. Limitations of the model include the following:  The theory assumes that changes in the environment will automatically lead to changes in the person, when this may not always be true.  The theory is loosely organized, based solely on the dynamic interplay between person, behavior, and environment. It is unclear the extent to which each of these factors into actual behavior and if one is more influential than another.  The theory heavily focuses on processes of learning and in doing so disregards biological and hormonal predispositions that may influence behaviors, regardless of past experience and expectations.  The theory does not focus on emotion or motivation, other than through reference to past experience. There is minimal attention on these factors.  The theory can be broad-reaching, so can be difficult to operationalize in entirety. Social Cognitive Theory considers many levels of the social ecological model in addressing behavior change of individuals. SCT has been widely used in health promotion given the emphasis on the individual and the environment, the latter of which has become a major point of focus in recent years for health promotion activities. As with other theories, applicability of all the constructs of SCT to one public health problem may be difficult especially in developing focused public health programs.