If you wanted to use a social cognitive theory approach to motivation, you would

Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior.

In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning theories of classical conditioning and operant conditioning. However, he adds two important ideas:

1. Mediating processes occur between stimuli & responses.
2. Behavior is learned from the environment through the process of observational learning.

Observational Learning

Children observe the people around them behaving in various ways. This is illustrated during the famous Bobo doll experiment (Bandura, 1961).

Individuals that are observed are called models. In society, children are surrounded by many influential models, such as parents within the family, characters on children’s TV, friends within their peer group and teachers at school. These models provide examples of behavior to observe and imitate, e.g., masculine and feminine, pro and anti-social, etc.

Children pay attention to some of these people (models) and encode their behavior.  At a later time they may imitate (i.e., copy) the behavior they have observed.

They may do this regardless of whether the behavior is ‘gender appropriate’ or not, but there are a number of processes that make it more likely that a child will reproduce the behavior that its society deems appropriate for its gender.

First, the child is more likely to attend to and imitate those people it perceives as similar to itself. Consequently, it is more likely to imitate behavior modeled by people of the same gender.

Second, the people around the child will respond to the behavior it imitates with either reinforcement or punishment.  If a child imitates a model’s behavior and the consequences are rewarding, the child is likely to continue performing the behavior. 

If a parent sees a little girl consoling her teddy bear and says “what a kind girl you are,” this is rewarding for the child and makes it more likely that she will repeat the behavior.  Her behavior has been reinforced (i.e., strengthened).

Reinforcement can be external or internal and can be positive or negative.  If a child wants approval from parents or peers, this approval is an external reinforcement, but feeling happy about being approved of is an internal reinforcement.  A child will behave in a way which it believes will earn approval because it desires approval. 

Positive (or negative) reinforcement will have little impact if the reinforcement offered externally does not match with an individual's needs.  Reinforcement can be positive or negative, but the important factor is that it will usually lead to a change in a person's behavior.

Third, the child will also take into account of what happens to other people when deciding whether or not to copy someone’s actions.  A person learns by observing the consequences of another person’s (i.e., models) behavior, e.g., a younger sister observing an older sister being rewarded for a particular behavior is more likely to repeat that behavior herself.  This is known as vicarious reinforcement.

This relates to an attachment to specific models that possess qualities seen as rewarding. Children will have a number of models with whom they identify. These may be people in their immediate world, such as parents or older siblings, or could be fantasy characters or people in the media. The motivation to identify with a particular model is that they have a quality which the individual would like to possess.

Identification occurs with another person (the model) and involves taking on (or adopting) observed behaviors, values, beliefs and attitudes of the person with whom you are identifying.

The term identification as used by Social Learning Theory is similar to the Freudian term related to the Oedipus complex.  For example, they both involve internalizing or adopting another person’s behavior.  However, during the Oedipus complex, the child can only identify with the same sex parent, whereas with Social Learning Theory the person (child or adult) can potentially identify with any other person.

Identification is different to imitation as it may involve a number of behaviors being adopted, whereas imitation usually involves copying a single behavior.

Mediational Processes

SLT is often described as the ‘bridge’ between traditional learning theory (i.e., behaviorism) and the cognitive approach. This is because it focuses on how mental (cognitive) factors are involved in learning.

Unlike Skinner, Bandura (1977) believes that humans are active information processors and think about the relationship between their behavior and its consequences.

Observational learning could not occur unless cognitive processes were at work. These mental factors mediate (i.e., intervene) in the learning process to determine whether a new response is acquired.

Therefore, individuals do not automatically observe the behavior of a model and imitate it. There is some thought prior to imitation, and this consideration is called mediational processes. This occurs between observing the behavior (stimulus) and imitating it or not (response)

What is social cognitive theory quizlet?

Which of the following examples best illustrates the concept of situated motivation?

Which of the following are examples of the social level in Maslow's hierarchy of needs?

What is the main idea of drive theory?