Understanding Social Cognitive Learning Theory by Relating it to Personal Experience
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
November 4, 2008
Long Island University, C. W. Post
November 4, 2008
It was very interesting to learn about Albert Bandura’s theories on self-efficacy today and how that assists in learning—I was able to appreciate the lesson in depth because I am living proof of someone whose level of self-efficacy and self-confidence has increased considerably (comparing my self now, after about ten years or so of working, to my self before college). Going through a number of tasks on the job and through many learning curves and promotions along the way, I proved to myself that I could accomplish many things if I put true effort and attention into things. I have also learned an amazing amount and depth of knowledge during my first career, work-wise and about myself and the world around me, which also prepared me for my next career and my eventual readiness to take the leap.
In undergraduate school, I was not so motivated to give myself 100% into certain courses (especially the more difficult/not so interesting ones, partly because I did not really ever discover a truly effective studying method for myself), and so I did not graduate with a satisfactory feeling—I knew I had not performed as best as I could in some of my classes. Once I became an “important” employee, however, with a certain role/title and responsibility, I was motivated to be as efficient as possible because 1) I found it personally rewarding to be able to contribute within a working environment, and 2) to be recognized for it. Even at that time, I had a good experience as an employee while I worked within some jobs in high school and during undergraduate college, so I had a degree of confidence with respect to becoming an employee of another company.
Also, my role models, at the time after I graduated and started my first career, were my managers (aside from my hard-working parents). Subconsciously, I also wanted to work hard in order to not only impress my managers, but to eventually become like my managers – 1) a model employee who makes a valuable contribution and 2) someone others could, at some point down the road, look up to.
My motivations at work were stronger than my motivations in school, and mostly intrinsic in nature. While in undergraduate college, the connection between doing well on a test in a particular class that I did not find very interesting (calculus, for example) and my life after college was not immediately clear to me while I was in undergraduate college. Because I could not connect the two (calculus and life after college/work), I was not as motivated to learn in the same way I was motivated to work hard when I eventually graduated and found an interesting job. I did not see the point in mastering calculus (there was no personal reward) and, at the time, I did not have a specific career goal in mind.
Now, I’ve got the answers to the following (Social Cognitive Learning Theory) – Who to learn from?…Do I want to?...Can I do it?...How can I do it?...
After working in the corporate world for so many years, and having gone through many challenging work and growth experiences (and survived it!), I now welcomed the task and challenge of putting myself through graduate school because 1) I was certain on a career goal (I was loving the idea and prospect of my becoming a teacher and helping children learn), and 2) I previously learned that, most times, initially difficult learning curves make me stronger and more knowledgeable in the end.
When I was younger, I did not necessarily know how to strategize a course of action to tackle a particular assignment. But problem-solving and preparation were among the things I learned to do while working all these years in my previous job. Now, I am 100% more confident than I was years ago, with respect to taking on certain new challenges and knowing with a degree of confidence that I will be able to do something and/or perform well. What strengthens the latter is that I know when my heart is in something, I have the greatest chance of putting 100% into the task and performing well – thus, I look forward to my upcoming chance in becoming a teacher!
My self-efficacy factors (PEEV):
• Past performance accomplishments (did it before, should be able to do it now)
• Emotional arousal (Wow! I love working with children! Teaching is such an IMPORTANT job! I can’t wait to be a teacher!)
• Vicarious experience (I would love to be able to eventually teach like Mrs. X (teacher I observed).)
• Verbal persuasion (teachers’ comments on my work/family support)
In undergraduate school, I was not so motivated to give myself 100% into certain courses (especially the more difficult/not so interesting ones, partly because I did not really ever discover a truly effective studying method for myself), and so I did not graduate with a satisfactory feeling—I knew I had not performed as best as I could in some of my classes. Once I became an “important” employee, however, with a certain role/title and responsibility, I was motivated to be as efficient as possible because 1) I found it personally rewarding to be able to contribute within a working environment, and 2) to be recognized for it. Even at that time, I had a good experience as an employee while I worked within some jobs in high school and during undergraduate college, so I had a degree of confidence with respect to becoming an employee of another company.
Also, my role models, at the time after I graduated and started my first career, were my managers (aside from my hard-working parents). Subconsciously, I also wanted to work hard in order to not only impress my managers, but to eventually become like my managers – 1) a model employee who makes a valuable contribution and 2) someone others could, at some point down the road, look up to.
My motivations at work were stronger than my motivations in school, and mostly intrinsic in nature. While in undergraduate college, the connection between doing well on a test in a particular class that I did not find very interesting (calculus, for example) and my life after college was not immediately clear to me while I was in undergraduate college. Because I could not connect the two (calculus and life after college/work), I was not as motivated to learn in the same way I was motivated to work hard when I eventually graduated and found an interesting job. I did not see the point in mastering calculus (there was no personal reward) and, at the time, I did not have a specific career goal in mind.
Now, I’ve got the answers to the following (Social Cognitive Learning Theory) – Who to learn from?…Do I want to?...Can I do it?...How can I do it?...
After working in the corporate world for so many years, and having gone through many challenging work and growth experiences (and survived it!), I now welcomed the task and challenge of putting myself through graduate school because 1) I was certain on a career goal (I was loving the idea and prospect of my becoming a teacher and helping children learn), and 2) I previously learned that, most times, initially difficult learning curves make me stronger and more knowledgeable in the end.
When I was younger, I did not necessarily know how to strategize a course of action to tackle a particular assignment. But problem-solving and preparation were among the things I learned to do while working all these years in my previous job. Now, I am 100% more confident than I was years ago, with respect to taking on certain new challenges and knowing with a degree of confidence that I will be able to do something and/or perform well. What strengthens the latter is that I know when my heart is in something, I have the greatest chance of putting 100% into the task and performing well – thus, I look forward to my upcoming chance in becoming a teacher!
My self-efficacy factors (PEEV):
• Past performance accomplishments (did it before, should be able to do it now)
• Emotional arousal (Wow! I love working with children! Teaching is such an IMPORTANT job! I can’t wait to be a teacher!)
• Vicarious experience (I would love to be able to eventually teach like Mrs. X (teacher I observed).)
• Verbal persuasion (teachers’ comments on my work/family support)
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