Social Cognitivism (Ch. 8) Questions:

1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with definitions and an example from the case study.

A: According to sociocognitive theory, social learning helps individuals form expectations about the consequences that are likely to result form different behaviors. When observed behavior (bruce’s hard studying) leads to a positive outcome (getting an A) we are more likely to demonstrate the observed behavior in the future. This is called vicarious reinforcement. I feel that both scenario’s demonstrates vicarious reinforcement because both teachers create consequences for Robin’s note taking. For example, in Mr. Kessinger’s class the consequence is ripping up Robin’s notes. (Which I don’t agree with) Then in Ms. Yamashita’s class the teacher is impressed and this is a type of positive consequence (praise) for Robin’s hard work. (Though Robin didn’t take it positive because of her past experience.) Robin did ‘demonstrate the observed behavior.’ She never wanted to use notes again in class because of her experience.


2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.

A: Reciprocal Causation: Refers to the interrelationship between students’ environment, their personal beliefs, and their behavior. I feel that Mr. Kessinger did not consider reciprocal causation. First, he did not consider the behavior component. (I noticed this first) He did not consider Robin’s response made in any given situation—emotional response. I feel Mr. Kessinger should have considered Robin’s feelings. He did not consider the environment component. He did not consider not only how Robin would feel but what this could have done to the other students. Then lastly the Personal component: he did not consider Robin’s beliefs and attitudes that could potentially affect her learning. One of her beliefs/learning ways was to learn using concept maps he did not consider this idea.


3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.

A: Self-Regulated Learning: The ability to control all aspects of one’s learning, from advance planning to evaluating performance afterward. In this process I feel that she is in the Performance Phase: At this stage, the learner focuses on the task, applies the set of strategies laid out in the previous planning phase, and monitors progress by the us of self-recording. Self-recording is the process of learning by recording incremental accomplishments. I feel that Robin is recording her ideas by using concept maps.


4. How do you think Robin's self-efficacy has been affected by this experience? Be specific about which self-efficacies have been affected and justify your response with examples from the case study.

A: Self-efficacy: The belief about one’s capability to perform or achieve a certain goal. I feel that Robin self-efficacy is very much affected from this experience. First, I thought back to when I was Robin’s age and I would cry if I received a tardy. I could not imagine having a teacher reprimand me as happened to Robin. You can tell she is struggling in Ms. Yamashita’s class. When Ms. Yamashita asks her a question, Robin is apprehensive to answer. Robin says, “The id is...uh.” Then in the end Robin runs out crying. At this time, Robin is lacking any kind of self-efficacy and it is because of this experience.