Select A Psychological Theory You Are Familiar With

Select A Psychological Theory You Are Familiar With Make Sure To Find

Select a psychological theory you are familiar with. Make sure to find a source for the theory that you can refer to and cite. With this theory in mind, explain: the basic theory, why this is a theory and not a hypothesis, law, or model, the type of explanation the theory provides (mechanistic vs. functional) and why, the classification of the theory (quantitative or qualitative) and why, at what level of description the theory operates (descriptive, analogical, or fundamental), and the theory’s domain. What is the relationship between theory and research? How can a researcher use theory to guide the design of their study and/or interpretation of results? Finally, explain if this theory is a good theory using the criteria in your textbook. Post your response no later than Wednesday. Post questions and/or substantive comments to at least two peers no later than Sunday. Make sure to check back and respond to comments or questions from your professor (required and counts towards your initial post) and peers. Complete the following readings from your textbook, Research Design and Methods: A Process Approach : Chapter 2: Developing and Evaluating Theories of Behavior

Paper For Above instruction

The selected psychological theory for this paper is Albert Bandura’s Social Cognitive Theory (SCT), a comprehensive framework explaining human behavior through the interaction of personal factors, behavioral patterns, and environmental influences. This theory emphasizes the role of observational learning, imitation, and modeling in the development and modification of behavior. It highlights how individuals acquire new behaviors by observing others and how their self-efficacy influences their motivation and actions. This paper will explore the basic principles of SCT, why it qualifies as a theory rather than a hypothesis, law, or model, the type of explanation it provides, its classification, level of description, domain, the relationship between theory and research, and its usefulness and validity based on scholarly criteria.

Basic Theory and Its Nature

Albert Bandura’s Social Cognitive Theory posits that behavior is learned through a dynamic reciprocal interaction between person, behavior, and environment. Unlike traditional behaviorism, which emphasizes stimulus-response associations, SCT underscores the importance of cognitive processes such as attention, memory, and motivation in learning. Key concepts include observational learning (modeling), self-efficacy, and reinforcement. The theory suggests that individuals are not merely passive responders to stimuli but active agents capable of self-regulation and personal agency, which enables them to adapt and change their behaviors across different contexts (Bandura, 1986).

Why This Is a Theory, Not a Hypothesis, Law, or Model

SCT qualifies as a theory because it offers a broad, integrated explanation of behavior that is supported by extensive empirical research, distinguishes it from hypotheses (which are testable but narrower claims), laws (which imply universality and inevitability), and models (which serve as simplified representations). A theory synthesizes multiple findings into a coherent framework that can generate testable hypotheses, guide research, and inform practice, which SCT accomplishes through its emphasis on cognitive processes, observational learning, and self-efficacy (Bandura, 1986).

Type of Explanation (Mechanistic vs. Functional)

Social Cognitive Theory provides a mechanistic explanation by detailing the internal cognitive processes—such as attention, retention, reproduction, and motivation—that mediate observational learning and behavior change. It delineates the mechanisms through which environmental stimuli influence internal states and subsequent actions, emphasizing how cognition serves as an intermediary in behavioral outcomes (Bandura, 1986). In contrast, a functional explanation would focus on the purpose or adaptive value of behaviors, but SCT primarily concentrates on the internal mechanisms, thus offering a mechanistic account.

Classification and Level of Description

SCT is primarily a qualitative theory because it conceptualizes psychological processes through detailed descriptions of cognitive and behavioral phenomena rather than relying solely on numerical data. It operates at the descriptive and analogical levels—descriptive in detailing behavioral and cognitive processes, and analogical in illustrating how similar processes occur across different contexts (Bandura, 1986). The theory is not fundamental, as it does not directly describe the underlying biological or neurological substrates, but it remains influential across levels of psychological research.

Domain of the Theory

The domain of Social Cognitive Theory includes behavior change, learning processes, motivation, and self-regulation, particularly in contexts such as education, health promotion, and psychotherapy. It applies broadly to understanding how individuals acquire and maintain behaviors, as well as how environmental factors and personal beliefs influence these processes (Bandura, 1986).

Relationship Between Theory and Research

Theory and research are mutually informative; theories generate hypotheses that can be empirically tested, and research findings refine and validate theoretical frameworks. SCT has a strong research tradition, with numerous studies examining observational learning, self-efficacy, and behavior change. Empirical evidence from experiments, longitudinal studies, and meta-analyses supports its key components, reinforcing the iterative process of theory development and validation (Pajares, 1997).

Guiding Research Design and Interpretation

Researchers use SCT to design interventions targeting behavior change by enhancing observational learning opportunities, self-efficacy, and reinforcement contingencies. It also guides the measurement of cognitive factors such as perceived self-efficacy and outcome expectations. When interpreting results, SCT helps researchers understand how cognitive mediators influence behavioral outcomes and how environmental modifications can facilitate change (Bandura, 1986). For example, in health promotion studies, SCT informs the development of programs that model desired behaviors and build confidence in participants.

Assessment of the Theory’s Validity

SCT is considered a robust theory based on criteria such as explanatory power, testability, scope, and comprehensiveness. Its extensive empirical support across diverse populations and settings underscores its validity. The theory’s capacity to account for complex behavior change processes and its integrative nature make it a valuable framework. However, some critiques highlight the difficulty of isolating individual variables and the challenge of translating cognitive constructs into measurable variables. Despite these limitations, SCT remains a highly influential and well-supported theory in psychology (Pajares, 1997; Bandura, 1986).

References

• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
• Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 10. Motivation in education (pp. 1–49). JAI Press.
• Schunk, D. H. (1990). Self-efficacy and achievement behaviors. Educational Psychologist, 25(1), 3-25.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman & Company.
• Maddux, J. E. (1995). Social cognitive theory: An agentic perspective. Education Psychologist, 30(4), 193–213.
• Caprara, G., & Steca, P. (2005). Self-efficacy beliefs as determinants of young people's drug-abuse behavior. Journal of Youth and Adolescence, 34(6), 519–531.
• Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113.
• Gecas, V. (1989). The balance of agency and structure in social theory. Annual Review of Sociology, 15, 1-28.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101830.