Explanation of Social-Cognitive Theory - Term Paper Example

? Social-Cognitive Theory and a Meaningful Moment Here Here Social-Cognitive Theory A Brief Explanation of Social-Cognitive Theory There are many theories that examine human learning and behavior. One of these approaches is known as Social-Cognitive theory (SCT). Originally developed by Albert Bandura (1986), SCT approaches the examination of behavior using a triad of influential variable categories. Behavior, personal characteristics, and environmental factors are proposed to be in a constant state of interaction with each other, resulting in a state of flux known as reciprocal determinism. It is proposed that we may come to know human behavior through the examination of all relationships that are involved in the three-way model. There are several constructs that contribute to the theoretical foundation of SCT (Glanz, Rimer, & Lewis, 2002). Observational learning is the ability to learn by watching another person or a representation of another person, and it is assumed as a fundamental principle of behavior acquisition in the operation of the SCT model. Additionally, the theory assumes that people must have an understanding of a behavior before they can perform it. This concept is referred to as behavioral capability. It is also implied that human agency is an effective force in this representation of learning and behavior (Bandura, 2001), and that the model is not intended to be interpreted as behavioral determinism. These conceptions are integral to the flux of reciprocal determinism in the SCT model. Three types of variables are included in SCT. Behavior is often the construct of interest, but it holds no more importance than any other component in the model. Environmental variables include sociocultural, physical, and other outside influencers. The interpretation of one’s situation is a result of the relationship between environmental factors and cognition, which is a personal characteristic. The triadic nature of SCT interactions results in three identifiable relationships, with each including two of the three factors from the model. For example, human behavior is affected by direct relationships with personal characteristics and the environment, as well as indirectly by the relationship between these two constructs. Meaningful Defining Moment SCT can be used in the examination of many concepts. We will employ the model in the examination of a meaningful defining moment from my personal experiences. The moment I have chosen is the first time I finished writing a story. I was sixteen at the time, and I had not had any interest in creative or any type of writing until I had started this story. The tale was not long, nor was it particularly good, but the fact that I had completed something so foreign to my experiences was a defining moment in my personal development. Examination of the Moment The experience of a defining moment can be dissected and examined through the use of SCT. Behaviors, environmental factors, and personal characteristics interact in two-party relationships and contribute in large to the experience and impact of a meaningful defining moment in life. The behavior in this case is the completion of writing a story. Considering the relationship between writing the story and personal characteristics, it can be said that I felt an increased sense of pride and ability as a result of completing the study. If I remember correctly, I had very little motivation to achieve, or to pursue hobbies or crafts prior to this experience. A heightened belief in my own capabilities, also known as self-efficacy, resulted in the continuation of my venture into writing. Here we can see one example of the direct, reciprocal nature of the relationship between behavior and personal characteristics. Behavior also interacts directly and circularly with environmental factors. Writing the story led to a change in my social networks and physical environment, as I began to interact more frequently with other writers in their preferred locations. These interactions resulted in an increased frequency of writing (a behavioral change), demonstrating the reciprocity of this relationship. The association between environmental factors and personal characteristics can be seen in the development of a situation. Personality traits and individual cognitive differences are part of the system that evaluates the relation of the person to his or her environment. The situation was mostly positive from my perspective (the only negativity was due to labeling, but it wasn’t significant), and it inspired the continuation of writing (behavior) as well as further time spent in quiet, isolated areas so that it may be accomplished (environment). Additionally, more time spent in my ideal writing environment led to more efficient writing, and an increased sense of self-efficacy. We could continue the examination of these relationships for a very long time due to the extensiveness of the SCT method, but the above interactions provide a basic example of reciprocal determinism in action, and how it contributes to the construction of a meaningful defining moment. Conclusions Social-Cognitive theory is a model that details the reciprocal, triadic, and fluid nature of the relationships between behavior, personality characteristics, and environment. The examination of a defining moment in life served to demonstrate how the previously discussed relationships could be used to describe causes and effects related to the experience. The use of behavioral, personal, and environmental categories allows for the inclusion of a broad spectrum of variables. This may be a strength or a weakness, depending upon the intended use of the model. In the example, we can see that the relationships can lead to a greater understanding of the occurrence, but the temptation to wander aimlessly through the flux of reciprocal determinism is very high. It would be easy to waste time and resources without putting a constraint on the timeframe around the event in which you wish to examine the causes and/or effects. The foundational assumptions of SCT (that were discussed above) are satisfied in the defining moment example. There is no doubt that the completion of the story could not have occurred without first gaining the behavioral capacity to write. Learning to write is largely achieved by initially observing another person performing the task, highlighting the importance of observational learning in the acquisition of behavior. Additionally, I can confirm as much as anyone may that the decision to write was not possible without personal agency. SCT is a thorough and elucidating approach to learning and behavior. The imagination may be the only limit on the variety of variables that can be evaluated with this method. It is for this reason that the theory has been adapted to a variety of studies, including motivation and personality (Dweck & Leggett, 1988; Andersen & Chen, 2002). The use of SCT to examine my personal defining moment of choice provided me with insight into the development of my own behaviors, environment, and personal characteristics. The theory provokes thought, and promotes the inclusion of a large number of variables when using SCT in an analysis. While this may seem cumbersome, it is entirely necessary if we intend to fully understand the subject under examination. References Andersen, S. M., & Chen, S. (2002). The relational self: An interpersonal social-cognitive theory. Psychological Review, 109(4), 619–645. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 56-273. Glanz, K., Rimer, B.K. & Lewis, F.M. (2002). Health behavior and health education. Theory, research and practice. San Fransisco: Wiley & Sons. Read More