Social Cognitive Theory Discussion Activity Please Note

Social Cognitive Theory Discussion Activityplease Note If You Are Att

Social Cognitive Theory Discussion Activityplease Note If You Are Att

Social Cognitive Theory Discussion Activity Please note: If you are attending class on Thursday, we will do this IN CLASS. No need to do it ahead of time. If you are NOT attending class on Thursday, you may complete this on your own on Canvas before the deadline. Standard expectations: As with every assignment in this class, be sure to respond to the following questions in your own words and succinctly (in as few words as possible). Assignment: This week we learned about social cognitive theory.

One of the important aspects determining if observed behavior will be modeled is the reinforcements associated with that behavior. Imagine if you are an instructor for a class and you are interested in increasing student participation. Think of positive reinforcement, negative reinforcement, positive punishment, and negative punishment for this behavior and this situation.

  • Positive reinforcement (1 point):
  • Negative reinforcement (1 point):
  • Positive punishment (1 point):
  • Negative punishment (1 point):

Amongst your group, discuss the reasons why you do or don’t participate in larger classes. Provide a brief summary of what are the reasons/circumstances where students decide to participate versus not in larger classes (1 point).

Paper For Above instruction

The Social Cognitive Theory (SCT), developed by Albert Bandura, emphasizes the significance of observational learning, imitation, and modeling in behavior acquisition. One of the core components influencing whether individuals adopt observed behaviors is the reinforcement or consequences associated with those behaviors. As educators seek to enhance student participation, understanding how different reinforcements and punishments influence behavior is essential.

Positive reinforcement involves providing a favorable stimulus after a behavior, increasing the likelihood of its recurrence. For example, praising students for participating in class can serve as positive reinforcement, making students more likely to engage in future discussions. Educators might also offer small rewards such as extra credit or participation points to further motivate participation in larger classes.

Negative reinforcement involves removing an unfavorable stimulus when a desired behavior occurs. For instance, if a student's anxiety about speaking up diminishes when participation is appreciated or when the environment becomes less intimidating through encouragement, this removal of discomfort can reinforce participation. In larger classes, reducing perceived social anxiety through supportive measures might serve as negative reinforcement.

Positive punishment introduces an unpleasant consequence after a behavior to decrease its occurrence. For example, if students who are inactive in class are required to complete extra assignments or face public reprimands, such punishments aim to discourage non-participation. However, this approach may have adverse effects, such as diminishing motivation or increasing fear of participation.

Negative punishment involves removing a desirable stimulus following a behavior. In educational settings, this could mean taking away privileges, such as participation points or access to rewards, from students who do not participate. This strategy aims to reduce non-participation but risks decreasing overall engagement if overused.

Regarding participation in larger classes, students might choose to participate when they feel confident, supported, and see the personal benefit of engagement, such as improving understanding or grades. Conversely, students may avoid participation due to fears of judgment, feeling anonymous, or perceiving the environment as intimidating. Factors like class size, teaching style, peer dynamics, and individual personality traits influence whether students participate or remain passive.

In sum, the application of reinforcement and punishment strategies, aligned with students' perceptions of the learning environment, plays a crucial role in shaping participation behaviors. Understanding these mechanisms can help educators design more effective interventions to foster active engagement in diverse classroom settings.

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson Higher Ed.
  • Skinner, B. F. (1953). Science and human behavior. Macmillan.
  • Ormrod, J. E. (2016). Educational psychology: Developing learners. Pearson.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Glynn, S. M., & Brenner, R. (2014). Classroom management and student engagement. Journal of Educational Strategies, 12(3), 45–59.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Reeve, J. (2009). Motivating students to learn. American Psychological Association.
  • Wentzel, K. R. (2010). Students' motivation and engagement in middle school. Educational Researcher, 39(1), 32–42.
  • Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom management. Review of Educational Research, 79(3), 491–525.

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