Part About Block Through The Ted And Tedx Talks That Are Ava

Part Apart Blook Through The Ted And Tedx Talks That Are Available O

Part A: Part B: Look through the TED and TEDx talks that are available online and select one that is related to the topics covered in our course this week. Watch the video and then post for us here in the Discussion Board a synopsis of the video. In your synopsis, describe what was presented and explain (don't just mention) two specific ways that the presented content aligns with, exemplifies, clarifies, or casts some doubt on concepts that were presented in your readings. Please include APA-style citations for the video you refer to. Identify at least one peer-reviewed research study conducted in the last seven years and published in the scientific psychological literature that is related to topics covered this week. Deconstruct the methods and results and explain the implications of the research. Complete the following readings from your textbook, Human Learning : Chapter 5: Social Cognitive Theory

Paper For Above instruction

Introduction

The assignment requires selecting a TED or TEDx talk that relates to course topics, providing a synopsis, analyzing its content in relation to course readings, citing appropriately, and integrating a peer-reviewed research study. This comprehensive task invites critical engagement with multimedia sources and scientific literature to deepen understanding of social cognitive theory and its applications.

Synopsis of the TED/TEDx Talk

The selected TEDx talk is titled “The Power of Believing You Can Improve” by Carol Dweck (Dweck, 2014). In this presentation, Dweck discusses the concept of a “growth mindset,” emphasizing that intelligence and abilities can be developed through dedication and hard work. The speaker illustrates how fostering a growth mindset impacts motivation, resilience, and academic achievement. She shares anecdotes and research findings demonstrating that individuals who believe their skills can improve are more likely to persevere in the face of challenges, leading to better learning outcomes.

Alignment with Course Concepts

Two specific ways this talk aligns with the core ideas of social cognitive theory are evident. First, the emphasis on self-efficacy, a central construct within social cognitive theory (Bandura, 1986), directly relates to the belief in one’s capacity to succeed. Dweck’s discussion of the growth mindset underscores that individuals' beliefs about their abilities influence their motivation and behavior, which aligns with Bandura’s assertion that self-efficacy influences goal-setting and persistence. Second, the talk exemplifies the importance of observational learning—an individual’s capacity to learn by observing others’ successes and failures. Dweck notes that teachers, parents, and peers serve as models, shaping the learner’s mindset and motivation, a core element of social modeling in observational learning.

Critical Analysis of the Video Content

The presentation exemplifies how fostering a growth mindset can enhance motivation and resilience, but it also raises questions. Dweck’s emphasis on effort and believing in growth might oversimplify the complex socio-economic and psychological factors affecting learning. For some learners, systemic barriers may limit the efficacy of a growth mindset approach, highlighting the necessity of contextual support alongside psychological strategies. This nuance aligns with critiques in educational psychology that caution against solely fostering individual effort without addressing structural inequities.

Peer-reviewed Research Study

A recent study by Schunk, DiBenedetto, and Honsberg (2017) examined the impact of self-efficacy interventions on academic performance among middle school students. Using a randomized controlled trial, the researchers implemented self-efficacy boosting strategies, such as goal setting and model demonstrations, and measured their effects on students’ math achievement. They found that students exposed to these interventions showed significant improvements in test scores compared to control groups, with effects sustained over the semester.

Methods and Results

The study employed quantitative measures, including pre- and post-tests, to assess academic gains. The intervention involved providing students with opportunities to set challenging yet attainable goals, observe peer success stories, and receive feedback emphasizing effort and strategy. Results indicated that these psychological strategies increased students’ perceived self-efficacy, which mediated improvements in motivation and academic outcomes. The findings suggest that targeted interventions to boost self-efficacy are effective in promoting academic achievement.

Implications

The implications of this study reinforce social cognitive theory’s emphasis on self-efficacy as a driver of motivation and learning. Educators can apply these findings by integrating self-efficacy enhancing practices into curricula, particularly in STEM subjects where student confidence often fluctuates. Additionally, the research underscores the importance of modeling and feedback, core mechanisms of observational learning, which can further reinforce positive self-beliefs and academic persistence.

Conclusion

The selected TEDx talk exemplifies key principles of social cognitive theory by emphasizing the role of beliefs, modeling, and motivation in learning. The peer-reviewed research affirms that interventions targeting self-efficacy can significantly improve academic performance, illustrating the practical application of these psychological constructs. Together, the video and research underscore the potential for educators and learners to harness self-beliefs and observational learning to foster resilience, motivation, and academic success.

References

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
2. Dweck, C. (2014). The power of believing you can improve [Video]. TEDx. https://www.ted.com/talks/carol_dweck_the_power_of_believing_you_can_improve
3. Schunk, D. H., DiBenedetto, M. K., & Honsberg, J. (2017). Motivating Learning: Self-Efficacy and Academic Achievement. Contemporary Educational Psychology, 50, 31-42.
4. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. In E. W. Ross (Ed.), The Cambridge Handbook of Motivation and Learning (pp. 61-78). Cambridge University Press.
5. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
6. Pajares, F. (2014). Self-efficacy beliefs, motivation, and achievement in school. Contemporary Educational Psychology, 28(1), 22-31.
7. Schunk, D. H., & DiBenedetto, M. K. (2016). Motivation and learning: Theory, research, and practice. Pearson Education.
8. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
9. Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
10. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.