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VicariousModeling&Self-Efficacy”  ApplyingSocialLearningTheorytoHumaneEducation

MarchXX,2012

“Ifallyourfriendsjumpedoffabridge,wouldyou?  -MyMom

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ThisMorning’sRoadmap

•  BehavioralTheoriesofLearning

•  SocialLearningTheory/SocialCognitiveTheory

•  Self-Efficacyvs.Self-Concept

•  Self-EfficacyandBehavior

• ObstaclestoSelf-Efficacy

•  ReciprocalDeterminism

•  SourcesofSelf-Efficacy

•  VicariousExperienceandObservationalLearning

•  IdealModels

•  PhasesofModeling

•  Modelingvs.Mimicry

•  ModelingAggressionvs.ModelingCompassion

•  HumaneEdutainmentandObservationalLearning

•  SomeThoughtsaboutAssessment

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BehavioralTheoriesofLearning

IvanPavlov(1849-1936)

ClassicalConditioning

Li7leAlbert(1920)

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BehavioralTheoriesofLearning

ClassicalConditioning

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BehavioralTheoriesofLearning

OperantConditioning

B.F.Skinner(1904-1990)EdwardL.Thorndike(184-1939)

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BehavioralTheoriesofLearning

OperantConditioning

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SocialLearningTheory

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SocialLearningTheory

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SocialLearningTheory

AlbertBandura(b.1925)

BoboDoll(1961-1963)

Self-Efficacy

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Self-Efficacyvs.Self-Concept

Self-Efficacy:Beliefs,percepons

orjudgmentsaboutone

perceivedcapabilityorabilityto

successfullydothethingsthat

onewantstodo.

Self-Concept:Anoverall

generalevaluaonof

competenceandthe feelings

ofself-worth.

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Self-EfficacyandBehavior

Whataresomeofthewaysthatincreased

feelingsofself-efficacyimpactour

behaviors?

1)  InfluencethechoiceswemakeandthecoursesofacAon

wechoose:PeopletendtoengageinacAviAesinwhichtheyfeelcompetentandavoidthoseinwhichtheydonot.

2)  Helpsdeterminehowmucheffortwewillexpendonan

acAvity,howlongwewillpersevereinthefaceof

obstaclesandadversity.

3)  Influencetheamountofstressandanxietywefeelaswe

engageinanacAvity.

4)  Influencetheamountofintrinsicinterestwehaveinan

acAvity.

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ObstaclestoSelf-Efficacy

•  Ourownexperiencesofpastsuccessor

failureinthesameorsimilaracAvity.

•  OurobservaAonofhowothershave

succeededorfailedinthesameorsimilar

acAvity.

•  Themessages(verbalornon-verbal)wereceivefromothersaboutourparAcipaAon

inanacAvity.

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ReciprocalDeterminism

PersonalFactors

MovangBeliefs,Percepons,Values,Emoons

andMeanings

EnvironmentalFactors(Reinforcers&Punishers)

Behavior

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SourcesofSelf-Efficacy

MasteryExperience

SocialPersuasion

PhysiologicalStress

VicariousExperience

Self-Efficacy

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VicariousExperience&ObservationalLearning

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IdealModels

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IdealModels

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SocialLearningTheory

“Ifallyourfriendsjumpedoffabridge,wouldyou?  -MyMom

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ThePhasesofModeling

A7enon

(Extenttowhichwefocusonothers’behaviors)

Retenon

(Ourabilitytoretaina

representaonofothers’behaviorsinmemory)

Movaon

(Ourneedordesiretoexpressthesameacons

wehaveobserved)

Producon

(Ourabilitytoactuallyperformtheaconswe

observe)

ObservaonalLearning(acquisiAonandlater

performanceofbehaviorsdemonstratedbyothers)

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Mimicryvs.Modeling

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ModelingAggression

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ModelingCompassion

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HumaneEdutainment

Howitisimplemented

1)  EstablishaCommunityofInquiry.

2)  IdenAfya“Trigger”.

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HumaneEdutainment

“Trigger”

“IwaswalkinghomefromschooltheotherdayandIhappenedto

seeadog=edwithaveryshortchaintoatreeinfrontofastorein

myneighborhood.Itwasveryhotoutsideandthedoglooked

thirsty,butasIapproachedhimIno=cedhiswaterdishwasbonedryandoverturnedonthesidewalk.Thechainwassoshortthat

thedogcouldn’tevenlaydownandinsteadhadtositorstand.I

hadnoideahowlongthedoghadbeenthere,butbytheamount

offecesscaBeredaroundthetree,itlookedlikehemighthave

beenthereallday.Ifeltsobadbecausethedogwasobviously

suffering.Itwasclearthathehadn’teatenorhadanythingtodrinkforquitesome=me.Ilookedfortheshopownertoaskthat

thedogbegivensomewater,buttheshophadseveralcustomers

initandhejustdismissedmewithawaveofhishand,tellingme

tomindmyownbusiness.Hewouldn’teventalktome.”

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HumaneEdutainment

“Trigger”

“AlmosteverydayaEerschoolmyfriendsandIoEengotothe

 parktohangoutandplaybadmintonorfootball.Inthemiddleof

theparkthereisanoldironcageholdingamonkey.Themonkey

hasbeenthereaslongasIcanrememberandpeopleoEenstopbytowatchhim.Somepeopleevengivehimpiecesoffruit,while

otherssome=mesthrowrocksors=cksathim.Whenthemonkey

getsangryorfrightenedhejumpsaroundandmakesloud

screechingnoises,whichsomepeopleseemtofindentertaining.

Yesterday,Iwasvisi=ngtheparkwithmyfriendswhenIno=ceda

groupofyoungkidsstandingaroundthemonkey’scage.Theyweretakingturnsthrowingstonesatthemonkey,tryingtogetit

tojumparoundhiscage.Icouldseethatthemonkeywasvery

agitatedanditwasbeginningtoscreechhysterically.Ifeltsobad

 forit,butwhatcouldIhavedonetohelpdefusethissitua=on?

WhatkindofchoicescouldIhavemadetobeBerthissitua=on? ”

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HumaneEdutainment

Howitisimplemented

1)  EstablishaCommunityofInquiry.

2)  IdenAfya“Trigger”.

3)  Explorethecontext.

4)  CreatethecAvaAngScene.

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HumaneEdutainment

ActivatingScene

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HumaneEdutainment

Howitisimplemented

1)  EstablishaCommunityofInquiry.

2)  IdenAfya“Trigger”.

3)  Explorethecontext.

4)  CreatethecAvaAngScene.

5)  ConducttheForum.

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HumaneEdutainment

TheForum

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HumaneEdutainment

Howitisimplemented

1)  EstablishaCommunityofInquiry.

2)  IdenAfya“Trigger”.

3)  Explorethecontext.

4)  CreatethecAvaAngScene.

5)  ConducttheForum.

5)  ProvideopportuniAesforpracAcalreinforcement.

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HumaneEdutainment

Reinforcement

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Assessment

•  Foranumberofreasons,a`tudesdonotalwaysmanifestthemselvesasbehavior.

•  ManyofthescalesweuseinHumane

Educaonmeasurea`tude.

•  Intheabsenceofbeingabletoobserve

behavior,amoreaccuratemeasureofthe

effecvenessofHumaneEducaon

programsmaybetheassessmentofboth

a`tudeandperceponsofself-efficacy.

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ThankYou!

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