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+ | ==Social cognitive theory [社會認知理論] | ||
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+ | **社會認知理論(Social Cognitive Theory, SCT)** 認為個人在社會中的行動與舉止,都是透過對社會中他人行為的觀察而學習來的。即,個人知識與行為的學習,乃是透過自我激勵與自我調整(self-regulatory)機制,在社會互動、經驗的情境中,依據自己對他者的觀察,而自我建構(modeling)所習得的。而非受到教學內容素材與媒體的影響。 | ||
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+ | 此理論提供一個包含人、行為、環境的三角模型架構。在此架構中包含許多概念,其中最為Bandura強調的是自我效能([[: | ||
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+ | 與社會認知的區別: | ||
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+ | 應用: \\ 教育、心理學、傳播與行銷、公共健康,等等。 | ||
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+ | === 歷史與起源 | ||
+ | [[: | ||
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+ | 此一社會學習命題由[[: | ||
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+ | 1977 年 Bandura 出版 " | ||
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+ | 1986 年 Bandura 出版 " | ||
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+ | 建立完理論架構之後, Bandura 陸續發展出許多個人行為的面向,其中許多回歸到自律、自我效力(自信)等議題。 | ||
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+ | ===Inhibitory and Disinhibitory Effects|抑制與非抑制效果=== | ||
+ | 觀察者的觀察結果會受到兩種不同的影響。當觀察者看到他人在某種社會情勢中的因為其行為被懲罰時,會產生一種抑制效果([[inhibitory effect]])。而一個非抑制效果([[disinhibitory effect]]),則是當行為受到讚揚時,觀察者在對此行為學習的想像中的強化(reinforcement)活動(Miller, | ||
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+ | === 重要概念 | ||
+ | (Source: Glanz et al, 2002, p169.) | ||
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+ | 環境(Environment): | ||
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+ | 情勢(Situation): | ||
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+ | 行為能力(Behavioral capability): | ||
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+ | 期望(Expectations): | ||
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+ | 期待(Expectancies): | ||
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+ | 自律(Self-control): | ||
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+ | 觀察學習(Observational learning): 透過觀察他人行為與結果,包含目標行為的可信賴角色模型,以習得行為。\\ <fs 50%> | ||
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+ | 強化(Reinforcements): | ||
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+ | 自我效能([[: | ||
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+ | 情感處理回應(Emotional coping responses): 個人用來處理情感刺激的策略或內隱技巧。提供問題解學與壓力管理的訓練。 \\ <fs 50%> | ||
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+ | 互惠決定論(Reciprocal determinism): | ||
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+ | ===Identification and Self-Efficacy|認同與自我效能=== | ||
+ | 社會認知理論認為,當在觀察者與模式間有一緊密的認同(identification)存在,並且觀察者也能妥善的處理其自我效能([[self-efficacy]])時,學習更可能發生。在動機、認知與情感的交織歷程中,自我效能是人類動機、情感、行為基礎斷定的重要集合(Bandura, | ||
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+ | Bandura 於 1977 進一步提出自我效能(self-efficacy)的概念,以反駁傳統學習理論中的理解學習。 | ||
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+ | " | ||
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+ | == References | ||
+ | * Wikipedia [[wp> | ||
+ | * Miwa, M. (2005). Bandura' | ||
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+ | ===References (忘了哪裡來的? | ||
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+ | * Bandura. A. (1977). Self-efficacy: | ||
+ | * Bandura, A. (1978a). Reflections on self-efficacy. Advances in Behavioural Research and Therapy, 1, 237-269. | ||
+ | * Bandura, A. (1978b). The self system in reciprocal determinism. American Psychologist, | ||
+ | * Bandura. A. (1982). Self-efficacy mechanism in human agency. American Psychologist, | ||
+ | * Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8, 231-255. | ||
+ | * Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. | ||
+ | * Bandura, A. (1988). Organizational Application of Social Cognitive Theory. Australian Journal of Management, 13(2), 275-302. | ||
+ | * Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, | ||
+ | * Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. | ||
+ | * Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, | ||
+ | * Bandura, A. (Ed.) (1995). Self-efficacy in changing societies. New York: Cambridge University Press. | ||
+ | * Bandura, A. (1997). Self-efficacy: | ||
+ | * Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52, 1-26. | ||
+ | * Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychology Review, 106, 676-713. | ||
+ | * Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.). Handbook of educational psychology (pp. 63-84). New York: Simon & Schuster Macmillan. | ||
+ | * James, W. (1981). The principles of psychology. Cambridge, MA: Harvard University Press. | ||
+ | * Miller, N. E., & Dollard, J. (1941). Social learning and imitation. New Haven, CT: Yale University Press. ★★ | ||
+ | * Miller, Katherine (2005). Communication Theories: Perspectives, | ||
+ | * Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. | ||
+ | * Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.). Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press. | ||
+ | * Pajares (2002). Overview of social cognitive theory and of self-efficacy. Retreived month day, year, from http:// | ||
+ | * Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, | ||
+ | * Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, | ||
+ | * Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 16-31). San Diego: Academic Press. | ||
+ | * Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performances: | ||
+ | * Zimmerman, B. J., & Schunk, D. H. (in press). Albert Bandura: The man and his contributions to educational psychology. In Zimmerman, B. J., & Schunk, D. H. (Eds.). Educational psychology: A century of contributions. Mahwah, NJ: Lawrence Erlbaum. | ||
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+ | == Meta | ||
+ | {{backlinks> | ||
+ | {{tag> | ||