Social Cognitive Theory (SCT)

Get Started. It's Free
or sign up with your email address
Rocket clouds
Social Cognitive Theory (SCT) by Mind Map: Social Cognitive Theory (SCT)

1. Theory background

1.1. - Research on Aggression & Behavior Modification - Research on Social Learning, Personality Development & Behavior Modification - Development of SCT and Research on Self-Efficacy - 1953: Accepts Professorship at Stanford University - 1963: Conducts Bobo Doll Experiment modeling aggressive behaviors toward dolls with three groups assigned a model that was punished, rewarded or no consequence, for their aggressive behavior. - 1977: Published Social Learning Theory - 1986: Publised Social Foundations of Thought and Action: A Social Cognitive Theory - 1995: Published Selft Efficacy in Changing Societies.

2. Theorist background

2.1. Albert Bandura was born December 4, 1925 in the northern Alberta, Canada

2.2. 1949 graduated form the University of British Columbia with degree in Psychology

2.3. 1952 received Ph.D in clinical Psychology in the University of Iowa

2.4. 1974 become the president of the American Psychological Association in 1974

2.5. 2004 was elected as the he outstanding lifetime contribution to Psychology, American Psychological Association

3. Assumption

3.1. Learning occurs by observing and modeling

3.2. Internal process and cognition of observe behavior may or may not lead to the leaning performance.

3.3. Behavior is goal directed-goal are set and behavior is directed to a accomplishshinng the goal (motivation driven).

3.4. Behavior is eventually self-regulated

3.5. Punishment and reinforcement have indirect effect on the learning process

4. Weaknesses

4.1. 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

4.2. 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

4.3. The theory does not focus on emotion or motivation, other than through reference to past experience. There is minimal attention on these factors

4.4. Neglect of maturation and lifespan behavior changes

5. Components

5.1. The modeling/observational learning process

5.1.1. Attention

5.1.2. Retention

5.1.3. Reproduction

5.1.4. Motivation

5.2. Reinforcement of the Modeled Behavior

5.2.1. The consequences for performance, or the rewards or punishments for behavior

5.2.1.1. Vicarious or self-imposed

5.2.1.2. realistic or perceived

5.3. Cognitive Processes

5.3.1. Goal setting

5.3.1.1. self-efficacy

5.3.1.2. self-regulation

5.3.1.2.1. Self-observation

5.3.1.2.2. Judgmental processes

5.3.1.2.3. Self-reaction

5.3.2. Motivation

5.4. Self-Efficacy

5.4.1. Mastery

5.4.2. Social Modeling

5.4.3. Social Persuasion

5.4.4. Reading Your State

5.5. The theory assumes that changes in the environment will automatically lead to changes in the person, when this may not always be true.

6. Strengths

6.1. - A comprehensive theory that takes human behavior, cognition and environment into account - Addresses how reinforcement and punishment as well as self- efficacy effect motivation and how an individual will work to attain goals - Focuses on the importance of self- regulation in learning

7. Created by Pham Thi Thuy