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Classroom applications of social cognitive theory - Research Paper Example

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Classroom Application of Cognitive Theory Name: Institution: Social cognitive theory describes learning in terms of the interrelationship between personal factors, behavior and environmental factors. It also develops cooperative learning and constructivism through theoretical frameworks used for interactive learning…
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Classroom applications of social cognitive theory

Download file to see previous pages... The social -cognitive theory is a function of self efficacy, self regulation and the outcome expectations. This paper aims at discussing the types of interactive and collaborative learning in view of the aspects of social -cognitive theory. Students’ learning mannerisms replicate their implicit individual theories regarding variables for creating failure and success within schools. In the scientific context, children enter schools and proceed to discover what makes them successful in the learning atmosphere. Children make judgments based on the experiences they have in schools (Levine &Lezotte, 1995). These judgments help develop theories that contribute the success or failure of children in schools. According to Ross, the attribution and behavior connection is both complex and subtle. According to research, children who expect to do well in school succeed compared to children with the same potential but expect to fail. Research shows that children in a controlled environment behave differently compared to children in classroom settings (Flower, 1994). From the perspective of attribution, children can explain the connection between ability and success if they enter school and success (Fuchs & Dutka, 1997). This happens when they are able to explain the connection between success and ability through their classroom experiences. The journey of finding out the amount of success needed to achieve the intended educational outcome is a continuous process for most students (Levine &Lezotte, 1995). As a result, students are constantly choosing among diverse educational sets and personal ambitions. Students are endlessly collecting information concerning tasks (Fuchs & Dutka, 1997). The aim is to increase mastery on the task or performance on their tasks relative to the performance of other students (Flemming, 1995). Students are constantly involved in measuring the effort amounts and tasks desirable to accomplish the set target. This makes it easy to understand the student discrepancy expectancies in favor of achievement in multiple focus areas. Students work through diverse teachers on the way to effecting the expected change with a view of meeting the expectancies in the school environments and meet the demands (McGilly, 1996). There exist several theories that explain the differences in the willingness of the students to expend school efforts. Most of these theories differences in view of efforts by the students and that difficulty of the task (Fuchs & Dutka, 1997). According to these theories, this explains the difference in the abilities of students to achieve. Students’ confidence is affected by differences in effort expenditure (Cooper & Kiger, 2008). This postulation explains differences in the students’ ability to perform. It also explains the differences in students’ efficacy, goal orientation (Flemming, 1995), differentiated concept and how it emerges with age. Students’ attribution to success or failure should be viewed in a holistic way. The expectance cost conjecture postulates to facilitate the extent to which a student expends endeavor on a given undertaking is a utility of the prospect to execute the chore effectively (Fuchs & Dutka, 1997). This is also inspired by the rewards expected upon the successful completion of the given task. Students’ effort is also a function of the value placed on the expected reward upon successful completion of the task. (Fuchs & Dutka, 1 ...Download file to see next pagesRead More
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