University of Technology, Jamaica

Faculty of Education and Liberal Studies

Academic Year: 2024-2025

Semester: 1

Module: Learning Theory and Practice

Social Cognitive Theory

Name: Rushane Hylton 2300987, Brianna Davis 2307201, Micheal Chambers 2304011, Chevoy

Richards 2300680

Lecturer: Dr. Claudine Campbell

Date: 10/3/2024
 Social Cognitive Theory

Social Cognitive Theory (SCT), developed by psychologist Albert Bandura, provides a

deep and practical understanding of how people learn and develop behaviors through social

interactions. Unlike traditional theories of learning, which focused mainly on reinforcement or

punishment, Bandura’s theory highlights the role of observational learning—that is, people don’t

for example, a child might learn to ride a bike by watching an older sibling or imitate behavior

seen on TV. Bandura explained that “learning would be exceedingly laborious, not to mention

hazardous, if people had to rely solely on the effects of their actions to inform them what to do.”

This is where observational learning plays a central role.

key concept in SCT is reciprocal determinism, which explains that behavior is shaped by

the interaction between personal factors (like beliefs and attitudes), environmental factors (social

or physical surroundings), and the behavior itself. These elements constantly influence and

reshape each other. For example, a person who believes they are good at public speaking

(personal factor) might volunteer to give a speech (behavior), and the positive feedback from the

audience (environment) reinforces their confidence, which makes them more likely to volunteer

again in the future. Bandura’s idea of reciprocal determinism goes beyond simple cause and

effect, showing that individuals and their environments are always in a dynamic, two-way

relationship.

Another crucial part of SCT is self-efficacy—a person’s belief in their ability to succeed

in specific situations. Bandura argued that people with high self-efficacy are more likely to take

on challenges, stick with difficult tasks, and recover from failures. He noted that “people’s

beliefs in their efficacy affect their level of motivation, emotional state, and actions”. This idea
has had a profound impact on areas like education, therapy, and workplace training, as it helps

explain why some people persist and succeed while others may give up when faced with

challenges. SCT also includes self-regulation, the ability to control one’s actions and behaviors to

reach goals, even without external rewards.

In essence, Social Cognitive Theory gives us a broader view of human behavior and

learning. It suggests that we are shaped by a mix of personal choices, the influence of others, and

the world around us. This comprehensive framework has found applications in fields ranging

from psychology and education to health promotion and organizational behavior, offering

valuable insights into how people develop, change, and sustain behaviors.
 Albert Bandura History

Albert Bandura (born December 4, 1925, Mundare, Alberta, Canada—died July 26, 2021,

Stanford, California, U.S.) was a pioneered psychologist whose work transformed the fields of

psychology, education, and social sciences. Born in a small town in Alberta, Canada, Bandura

was the youngest of six children in a family of Eastern European immigrants. Despite the limited

educational resources in his rural community, his parents instilled in him the value of hard work

and the importance of education. This background shaped his drive to pursue a career in

psychology, leading him to earn his Ph.D. from the University of Iowa in 1952, a hub for

learning theory at the time.

Bandura’s early career was marked by his groundbreaking research on social learning,

which led to the development of Social Learning Theory in the 1960s. His most famous

experiment, the Bobo Doll Experiment, demonstrated that children could learn behaviors through

observation alone, without direct reinforcement. This challenged the dominant behaviorist

theories of the time, like those proposed by B.F. Skinner, which emphasized learning through

direct reinforcement and punishment. Dissatisfied with the limitations of these traditional

theories, Bandura introduced Social Cognitive Theory in the 1980s, emphasizing the role of

cognitive processes like attention, memory, and self-regulation in learning.

His concept of self-efficacy, or the belief in one’s ability to achieve specific outcomes,

has been widely influential, impacting fields ranging from therapy to organizational behavior.

Despite his critique of behaviorism, Bandura respected other theorists and their contributions to

understanding human behavior. He acknowledged the foundational work of Skinner and Pavlov

but argued that their theories were too narrow to account for the complexity of human learning
and behavior. Bandura believed that behavior could not be fully understood without considering

the interplay of personal factors and the social environment. His theory of reciprocal

determinism, which posits that personal factors, behavior, and the environment influence each

other, was his answer to these limitations. Throughout his life, Bandura remained active in

research and teaching, receiving numerous accolades, including the American Psychological

Association’s Lifetime Achievement Award. His work continues to inspire psychologists and

educators worldwide, leaving a legacy on how we understand human learning and development.

Experiment

The Bobo Doll Experiment, conducted by Albert Bandura in the early 1960s, is a

landmark study in psychology, demonstrating how observational learning plays a key role in

shaping behavior. At the time, behaviorist theories dominated psychology, suggesting that people

learn primarily through direct experiences of rewards and punishments. However, Bandura

believed that individuals could also learn by observing others, without needing to directly

experience consequences themselves—a concept that became central to his Social Cognitive

Theory.
 In the experiment, Bandura and his team divided 72 children, aged between 3 and 6 years

old, into different groups. One group watched an adult behaving aggressively toward an

inflatable Bobo doll—punching, kicking, and hitting the doll with a mallet while yelling phrases

like "Sock him!" Another group observed the adult playing calmly with toys, showing no signs

of aggression. A control group of children was not exposed to any model. After observing the

adult, each child was placed in a room filled with toys, including a Bobo doll, and their behavior

was monitored.

The results were striking. Children who witnessed the aggressive model were more likely

to imitate the aggressive behavior, attacking the Bobo doll similarly. Some even came up with

new ways to act violently, such as using toy guns or throwing the doll. In contrast, children who

had seen the non-aggressive model or had no model at all were far less likely to display

aggressive behavior. These findings showed that learning could occur simply by observing

others, without any direct reinforcement or punishment involved.

The Bobo Doll Experiment had significant implications, not just for psychology but for

society. It challenged the behaviorist idea that behavior could only be learned through

reinforcement, proving that modeling and observation play a critical role in learning. The study

also raised important questions about the influence of media violence on children, as it

demonstrated how easily children could imitate aggressive behavior simply by watching others.

Bandura’s work highlighted the importance of positive role models and shaped future research

into social learning, media effects, and behavior.

 Key Concepts

· Observation/modeling learning: Social Cognitive learning focuses on gaining knowledge

or learning specifically associated with observing guides. Individuals learn by the

understanding of modeling, through which they learn what to do and how to act in certain

situations. This acquisition of basic guidelines and strategies is important as if people

only had the consequences of their actions to rely on to know what to do it would only

lead to more complicated issues (Open Oregon, n.d.).

However, not all monitored behaviors are learned properly as there are multiply factors

that affect the process of learning a behavior. These factors are attention, retention, motor

reproduction/production, and motivation (Nickerson, 2024).

Attention, this process deals with the information chosen to be obtained as people might

want to monitor different types of models either in person or through social media. It is

necessary for the individual to be aware of the behavior, its results and how to use it

themselves. For this to work the model must be interesting and competent so that the

student pays attention and trusts what they must teach.

Retention, this process is about the individual familiarizing themselves with monitored

knowledge so that it can be effectively replicated in similar situations. This means that

the knowledge is retained for future use.

Production/motor reproduction, the observed information is remembered so it can be

implemented. The exact behavior does not need to be used as observed as the individual

can slightly change it to help in their situation if necessary. Also, the individual should

have the skills required to reproduce the behavior so if they cannot practice and apply the

information gained by the observation, they will not be able to learn it.

Motivation, this process says the individual should be motivated to apply a behavior. This

depends on whether the observed behavior resulted in positive or negative effects for the

model. Motivation can also come from a want to accomplish a task or circumvent

punishment. The observer is more likely to replicate a behavior if the model is rewarded

for it but if the behavior results in punishment (negative feedback) the

individual/observer is less likely to replicate it. Due to this, the social cognitive theory

warns that the observer should not repeat every behavior they see through modeling

without knowing its results (Vinney, 2024).

 Reciprocal determinism, this is the main concept of social learning theory and deals

with the mutual and dynamic interactions among individuals with lived experiences

and motivation to perform behaviors that will result in positive reinforcement. Its

central point is that individuals will try to gain agency and control for the essential

moments in their life. This feeling of agency and control are influenced by other

components like outcome expectations, goals, self-efficacy, and self-evaluation. So,

 this concept suggests a person’s behavior is affected by and influences their personal

traits and environment. Example, if a student is motivated and likes studying (person

factor), they will take more of an active role in class (behavior), which may result in

positive reinforcement from the teacher and other students (environmental factor).

This desired outcome will then encourage the students wanting to study leading to

more positive feedback (cherry, 2023).

Another example if a student thinks they can pass a test (self- efficacy) has a higher

chance of putting in the effort to prepare for it (behavior). If they think they can’t succeed

in the test, they are less motivated to study for it. So, their opinion on their skills (self-

efficacy) will be positively or negatively affected by their grade on the test (outcome).

 Self-Efficacy is due to an individual's faith in their ability to properly replicate a

behavior. This is affected by an individual’s ability and environmental components.

Self- efficacy is thought to be task-specific, meaning that a person is likely to feel

self-assured in their skill to achieve one goal but not another (Nickerson, 2024). Also,

the realization of self- efficacy can affect a person’s decisions and faith in the goals

they pursue, and the hard work focused on them, the time spent enduring pass

challenges and the expected result because of them. This faith can affect personal

development and control. Example, investigation on the topic reveals that increasing

self-efficacy is shown to lead to better health practices than fear-based

communication. So, more than anything, trust in a person’s self- efficacy can

determine if people even start thinking about creating positive differences in their

lives.
 Reinforcements, this concerns the internal and external reactions to an individual’s

behavior that decide if it is repeated. These reinforcements can be self-inflicted or

influence the person’s environment; they can also be positive or negative (Behavioral

Change Models, n.d.). Nickerson (2024) supports this as their names suggest positive

reinforcements can raise the chances of a behavior being learned, while negative

reinforcements lower the chances of a behavior being learned. Furthermore,

reinforcements can be direct or indirect, as direct reinforcements have instant effects

on a person’s behavior that influence its possibility. An example would be receiving a

paycheck for performing a difficult task (positive reinforcement). They can also be

indirect meaning the effects of the behavior are not as fast/immediate but will show

its results later. An example would be if an individual was to put all their focus into

their education now so that they can get into an excellent college in the future.

 Expectations are due to the predictable and immediate ramifications a person may

receive from their behavior. An example is a person realizing beforehand the

ramifications that a decision could have on their health. Furthermore, as a person

foresees the effects of their choices before performing a behavior, expectations can

determine if that behavior is thoroughly carried out. This is motivated by an

individual's previous experiences and the importance of the outcome itself. However,

this is subjective and changes from one person to another. For example, a student who

is not encouraged to get good grades might be less interested in doing what is needed

to obtain them than someone who wants to be an academic or hard-working student

(Nickerson, 2024).
  Behavior Capability, this refers to an individual’s aptitude to carry out a behavior by

utilizing their own skills and understanding. This means that before fully learning

someone must know what they need to do and if they can do it. People will know

more based on the ramifications of their behavior and in turn influencing their

surroundings (Nickerson, 2024).

Implication of SCT in learning and teaching

The social learning theory can be implemented in the classroom to help improve desired

behavior and performance. It can be beneficial to both teacher and student in the teaching and

learning process. Below are the implications for learning and teaching, the implications for a

teacher and students as well:

 Learning as a social process: the theory emphasizes that learning happens in a social

context, which means students learn through direct instruction and observation of others

such as teachers, peers, and even media (traditional and non-traditional). This can be

negative if the students' role model shows case negative behavior like smoking,

disrespect, impulsiveness, disobedience, etc. example a student who sees their favorite

artist smoking and cursing, the student will start to practice the action and reproduce it in

a public place, school, or home. Hence Teachers need to model good ethics.

 Observational Learning: In the classroom, the students can learn behavior skills and

attitudes through the observation of their teacher and fellow classmates. Direct

reinforcement is not used for learning, the students simply imitate what they see.
  Cognitive Factor: the theory highlights the role of the internal cognitive process such as

self-efficacy (meaning the belief in one’s abilities) and self-regulation. If students believe

they can succeed they are more motivated to engage in the learning process and don’t quit

when they encounter challenges.

 Feedback and reinforcement: direct reinforcement (reward and punishment) is

important, social cognitive theory also stresses the value of vicious reinforcement,

meaning students learn by observing how others are rewarded and punished for certain

behaviors. For example, a student who sees a student getting congratulated for

participating in class, other students will want to participate to receive the same or similar

treatment.

Implication on Teacher

 Role Models: teachers need to be good role models. The behavior, attitude, language, and

problem-solving approaches are observed and often reproduced by students. Teachers

who model positive behaviors, like perseverance and enthusiasm, aid in the shaping of

students' behavior.

 Creating a Learning environment: For students who are field-dependent learners (Rely

on information in their surroundings), the design of the classroom environment can help

promote learning. A classroom that is designed in a manner that promotes observational

learning can have a positive impact on students educationally. This includes collaborative

activities like group projects and peer tutoring where students can learn from each other

and the teacher shows the techniques and different methods for students to observe and

replicate.
  Fostering self-efficacy: The self-efficacy of students is important in a classroom to have

a high probability of engagement and initiative to complete work, so teachers should

promote self-efficiency by offering encouragement, providing constructive criticism and

setting achievable goals.

 Use of reinforcement: The teacher can use both direct and vicarious reinforcement to

influence the behavior. For example, rewarding for good behavior encourages the other

students to follow suit (vicious reinforcement). Similarly, a teacher punishing poor

behavior will discourage other students from adopting or showcasing the behavior.

Implication on student

 Observational learning: observation is a means by which students learn via observing

their peers and teachers. This is an important method of learning that should be utilized

by students. For example, a student who attends a question on the board, other students

will observe their approach and attempt the same approach. This is best used in a

collaborative setting, student teaching, and learning from one another.

 Self-Efficacy: Students with high belief in themselves are more likely to take on hard

challenges and persist through them. Students who believe they can succeed are more

engaged and motivated. Teachers should encourage this by giving acknowledgment of the

progress and encouraging effect.

 Reciprocal Determinism: students' behavior is shaped by their environment, which

means they influence the learning environment (for example, the classroom). Students
 who are motivated and engaged in the learning environment can create a positive impact

similarly students who disengage in the learning environment can cultivate a negative

effect.

 Vicarious Reinforcement: by students' observing their peers who are rewarded and/ or

punished which influences their behavior. For example, seeing a classmate being praised

for completing an assignment on time or before the deadline may have a motive other in

the class to do the same.

Examples of the Social Cognitive Theory

One example of the Social Cognitive Theory is the teacher's expectations, which means

that if a teacher anticipates a student succeeding, the chances of it happening will increase. This

is because if the teacher believes the student will pass or has potential then they are likely to

interact with them differently in a way that boosts their confidence as expectations would be

high. This new wave of interest will then influence the student’s education and behavior based on

their innate want to improve. Poor leadership style, a business example would be that if a boss

already has a poor opinion of his employees, then they are prone to being antagonistic while

using a cynical tone of voice. This will then make the staff feel unappreciated leading to them

being less productive which causes the boss to feel justified in belittling the staff/leading to the

continuation of the cycle. Next, instilling confidence especially in a group because if the task is

difficult, it is important for the paused and group leader to take to instill confidence in the other

students. This will make them want to succeed more and improve their academic performance in

school and make them want to take part in more group work in the future. This optimism is

necessary because any type of work can be hard on the mind and body so having breaks and
being encouraged while doing a group assignment is one of the best ways to learn a new

behavior from determined students (Cornell, 2024).

Social Cognitive Theory (SCT), developed by Albert Bandura, aims to explain how

individuals acquire and maintain certain behavioral patterns, as well as the social

influences that shape these behaviors. Its core purposes include:

 Understanding Behavior Acquisition: SCT emphasizes that behaviors are learned

through observation and imitation of others, particularly role models, rather than solely

through direct reinforcement.

 Exploring the Role of Cognition: It integrates cognitive processes, suggesting that

personal beliefs, expectations, and thoughts influence behavior. This highlights the

importance of self-efficacy—belief in one’s ability to succeed in specific situations.

 Identifying the Influence of Environment: The theory recognizes the reciprocal

interaction between behavior, personal factors, and environmental influences, which

helps to understand the complexity of human behavior in various contexts.

 Informing Interventions: SCT is used in designing educational programs, health

promotion initiatives, and behavioral interventions by focusing on modeling,

reinforcement, and the enhancement of self-efficacy.


purpose social cognitive theory

Social Cognitive Theory (SCT), developed by Albert Bandura, aims to explain how individuals

acquire and maintain certain behavioral patterns, as well as the social influences that shape these

behaviors. Its core purposes include:

 Understanding Behavior Acquisition: SCT emphasizes that behaviors are learned

through observation and imitation of others, particularly role models, rather than solely

through direct reinforcement.

 Exploring the Role of Cognition: It integrates cognitive processes, suggesting that

personal beliefs, expectations, and thoughts influence behavior. This highlights the

importance of self-efficacy—belief in one’s ability to succeed in specific situations.

 Identifying the Influence of Environment: The theory recognizes the reciprocal

interaction between behavior, personal factors, and environmental influences, which

helps to understand the complexity of human behavior in various contexts.

 Informing Interventions: SCT is used in designing educational programs, health

promotion initiatives, and behavioral interventions by focusing on modeling,

reinforcement, and the enhancement of self-efficacy.

  Limitations of Social Cognitive Theory

Despite its strengths, SCT has several limitations:

1. Overemphasis on Cognition: Critics argue that SCT places too much emphasis on

cognitive factors while underestimating the role of biological and emotional influences

on behavior.

2. Limited Predictive Power: While SCT provides insights into behavior, it may not

consistently predict behavior across different contexts, as individual differences and

situational factors can significantly influence outcomes.

3. Complexity of Real-world Behaviors: Human behavior is often influenced by a

multitude of factors, making it difficult for SCT to account for all variables in complex

social situations.

4. Cultural Differences: SCT was primarily developed based on Western contexts, which

may limit its applicability in diverse cultural settings where social norms and values

differ.

5. Neglect of Unconscious Processes: The theory largely focuses on conscious thoughts

and does not adequately address unconscious motivations that may drive behavior.

References
 Behavior Change Models. (n.d.). The Social Cognitive Theory.

https://sphweb.bumc.bu.edu/otlt/MPHModules/SB/BehavioralChangeTheories/

BehavioralChangeTheories5.html

 Cherry, K. (2023, March 20). What Is Reciprocal Determinism?

https://www.verywellmind.com/what-is-reciprocal-determinism-2795907

 Cornell, D. (3 January 2024). Social Cognitive Theory: 10 Examples and Overview.

https://helpfulprofessor.com/social-cognitive-theory-examples/

 Open Oregon. (n.d.). Social Cognitive Theory. Social Cognitive Theory: 10 Examples

and Overview.

https://openoregon.pressbooks.pub/educationallearningtheories3rd/chapter/chapter-3-

social-cognitive-theory-2/

 Nickerson, C. (2024, February 2). Albert Bandura’s Social Cognitive Theory.

https://www.simplypsychology.org/social-cognitive-theory.html

 Vinney, C. (2024, July 15). Social Cognitive Theory: How We Learn from the Behavior

of Others. https://www.thoughtco.com/social-cognitive-theory-4174567

 Webber-Ritchey, Kashica J., Taylor-Piliae, Ruth E., Lois J (2018). Physical Activity in

Parents of Young African American Children: The Application of Social Cognitive

Theory. https://connect.springerpub.com/highwire_display/entity_view/node/87658/full

· Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive

Theory. Prentice-Hall.

· Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
· Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved

from http://www.emory.edu/EDUCATION/mfp/efficacy.html