Vygotskys Theory and Self-Efficacy and Facebook - Essay Example

Introduction The literature review aims to analyse information and studies on a specific subject that have already been completed and published by accredited researchers and scholars. Apart from enlarging the knowledge base, the literature review provides a means of seeking information and conducting critical appraisal to determine whether the information is valid or biased. Thus, this chapter reviews three important theories/approaches that will be utilised in addressing the research topic. The approaches are Vygotsky’s theory and the contributions of self-efficacy and Facebook in ensuring that the learning process is optimised. This chapter is further divided into four parts, which address Vygotsky’s theory, self-efficacy, Facebook, and the integrated framework, respectively. These three theories/approaches (Vygotsky’s theory, self-efficacy, Facebook) involve different principles and approaches to explain the way in which an individual develops cognitively. Thus, it is important to relate the contribution of each theory towards forming the framework for this study. This chapter reviews and utilises the existing information to ensure that a framework applicable for the research question is in place. Integrated Framework Vygotsky’s theory analyses the importance of cultural environments in developing an individual, especially when it comes to language, cultural tools, and social interactions. Cognitive development and psychological processes are usually associated with locations and environments in which an individual was raised (Vygotsky, 1993). This means that Vygotsky’s theory plays an important role in developing an individual. However, Vygotsky’s theory should be combined with other virtues, such as self-efficacy, to ensure that the learning process is optimised. Self-efficacy is cultivated through four important components, which are mastery of experience, vicarious experiences, verbal persuasion, and emotional and physiological reactions (Bandura, 1997). An individual with high self-efficacy accomplishes tasks easily and experiences an increased chance for completing activities of high quality (Pajares, 2002). The cognitive orientation of individuals allows them to formulate and implement strategies that help them succeed in what they do. It also ensures that the individuals are motivated towards achieving requirements that contribute to their cognitive development (Bandura, 1994). Self efficacy can further be improved through utilisation of social medium such as Facebook. Facebook is a social medium that has been utilised in numerous fields and has evolved to become part of the educational fraternity (Wankel, Marovich, & Stanaityte, 2010). Facebook is associated with numerous components that ensure that learners and individuals utilising the technology can benefit immensely. Examples of such features includes a wide user base because it is available worldwide to those with Internet access, a positive perception towards collaboration and interaction provided by Facebook, and a format that can be easily embraced by learners and other individuals because it is a modern method of exchanging information. Facebook and the other two theories (Self-efficacy and Vygotsky) are important in learning process. The principles that are championed by self-efficacy, Vygotsky’s theory, and Facebook help learners to improve and ensure that they succeed in the learning process. According to Vygotsky (1978), language is an important component of learning and cognition development because individuals utilise language as a means of communication. It helps children share experiences and solve problems. Language, to some extent, helps in formulating thoughts and contributes towards creating intelligence. Generally, language helps individuals to exchange views, ensuring that they share information that encourages cognitive and social development, which is usually the basis of learning. Language, along with the other components championed by Vygotsky, can be explored from the angle of self-efficacy (Zimmerman & Martinez-Pons, 1990). Each of the four components from which self-efficacy is derived is associated with language. For example, mastery of experiences and vicarious relations are associated with how individuals communicate, and this (communication) dictates the future understanding of a certain concept (Bandura, 1994). Thus, in analysing the learning process, it is prudent to balance (make sure that students have the ability/opportunity to communicate with each other) the provisions of language according to Vygotsky to ensure that students learn optimally. Mastery experience and vicarious experiences, for example, utilise language to ensure that information is exchanged among individuals. These components can further contribute positively to an individual when an appropriate medium for communication like Facebook is in place. Facebook provides a convenient platform in which communication can be taken to the next level. For example, Facebook is a new technology that may people utilise in different activities, and the ‘culture’ brought by this technology can go a long way in ensuring that communication is encouraged. Many activities and tasks can be facilitated by using Facebook to ensure that individuals learn in a comfortable environment that promotes the components associated with self-efficacy and Vygotsky’s theory. Another important component of Vygotsky’s theory is cultural tools. According to Vygotsky, cultural tools are usually associated with a specific culture, and they ensure that the development process is encouraged and passed from one generation to the next. This means that individuals from a certain culture acquire that culture’s tools associated with certain social functions and techniques that encourage the communication process (Smith, 1989). Cultural tools appear in two forms, which are either psychological (e.g. language) or physical (e.g. Facebook, book) in nature. In addition, cultural beliefs differ between and within cultures because of varying beliefs. Self-efficacy has important components that can be associated with cultural tools (Bandura, 1994). For example, self-efficacy can be enhanced through verbal persuasions (Bandura, 1997; Pajares, 2002). When an individual is acknowledged through positive remarks that are cultivated over time, the individual will likely contribute to a culture of positive belief that results in many of the community’s individuals being motivated most of the time. In turn, these individuals will tend to become successful in their accomplishments. In the same way, Facebook has brought another cultural tool that helps fulfil numerous tasks within an environment that has a large audience base. Moreover, Facebook has brought a culture of modernism in which many people appreciate the impact of technology; thus, it is easier for individuals to associate with and utilise the technology. Utilising Facebook as a platform makes it easier to combine the positives of cultural tools with factors that ensure self-efficacy is cultivated. The third important component that is associated with Vygotsky is social interaction. Most cognitive activities and social development have been associated with social history and how people relate to each other over time (Pajares, 1996). This means that social patterns are developed from people’s interactions rather than being based on innate factors (Zimmerman & Schunk, 2001). According to Vygotsky (1978), most beliefs that individuals cultivate are associated with community and thus it is important for societies and communities to cultivate exemplary cultural beliefs (Smith, 1989). Vicarious experiences and social interactions can produce similar types of encouragement and generate positive beliefs that can be encouraged (Bandura, 1995: Pajares & Urdan, 2006). For example, vicarious experiences are associated with interaction, the same way in which social interaction, according to Vygotsky, operates. Vicarious experiences improve in development of social interaction since it brings into consideration contribution of different plays in developing an individual cognitively. For example, when an individual within social settings sees accomplishment of certain requirement by another individual, through vicarious experience, the individual can cultivate positive perspective of accomplishing similar task. In relating self-efficacy with social interaction, Facebook provides an environment in which social interaction can be cultivated because individuals can easily contribute towards ensuring that a goal is achieved (Wenger, 1999). For example, in a learning environment whereby teachers utilise the transmissionist or instructionist approach in teaching (Phan, 2010), utilising the social interaction approach that is championed by Facebook ensures that the various views of both the teachers and the students can be shared in a positive, encouraging environment. Generally, combining these three approaches in a learning environment ensures that the students can easily improve in learning and that a platform is in place that champions the requirements of different individuals. For example, if an individual is shy in a classroom setting and afraid to ask for clarification on a certain topic, this student can easily utilise Facebook to post a question requesting clarification (Wankel, 2011). Thus, the utilisation of Facebook in an educational setting ensures that an environment is in a place that is conducive to the education process. The interactions of these three theories reveal that a single theory cannot work effectively in isolation, which points to the need for a framework that incorporates more than one theory. Therefore, bringing together the three theories/principles (Vygotsky, self-efficacy, and Facebook) and analysing the contributions of their principles ensures a better framework that can address the issue in question effectively. Conclusion Analysing literature on a topic provides a better understanding of that topic. Different researchers have studied cognitive and process developments. Three important components in individual development and cognitive development that have been discussed are self-efficacy, Vygotsky’s theory, and Facebook. These three theories are important in understanding the forces that guide an individual’s development and how the development can be accelerated. Vygotsky’s theory brings into consideration three important components, which are language, cultural tools, and social interactions. As an aspect of an individual’s development, self-efficacy is formed by mastery of experiences, vicarious experiences, verbal experiences, and emotional and physiological factors. The third approach examined in this literature review is that of Facebook, which brings in a component that relates self-efficacy with Vygotsky’s theory. These three theories/approaches can be integrated to form a model that ensures that the different goals of the stakeholders, e.g. teachers and students, are achieved. The integrated framework allows the strengths of each approach to join to form a model that can be utilised in ensuring that learning is optimised. Specifically, the model has integrated the social interactions associated with each approach and emphasised the role that the community and society can play in ensuring that an individual becomes successful. References Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). Bandura, A. (1995). Self efficacy in changing societies. NY: Cambridge University Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Pajares, F. (1996). Assessing Self-Efficacy Beliefs and Academic Outcomes: The Case for Specificity and Correspondence. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved 3/10/12 from http://www.emory.edu/EDUCATION/mfp/eff.html Pajares, F., & Urdan , T.C. (2006). Self-Efficacy Beliefs of Adolescents. London: IAP. Phan, H. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30(3), 297-322 Smith, R. (1989). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of Personal Social Psychology, 56(2), 228-233 Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes, ed. James V. Wertsch. Cambridge: Harvard University Press. Vygotsky, L. S. (1993). The Collected Works of L. S. 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