Social Cognitive Theory

         Albert Bandura is wildly known for his contributions to the health field.  He created the Social Learning Theory (SLT) or what is known today as the Social Cognitive Theory (SCT).  The only real difference between the SLT and SCT is an added construct of self-efficacy, which will be noted in the following paragraphs.  Not only is this theory good for determining how people obtain and preserve certain behaviors, it also provides the researcher with intervention strategies.  As a health educator we use this theory on a regular basis to change behaviors, but it can be applied to any area of expertise as long as there is a desired behavior involved.

The Social Cognitive Theory is very simple in that a person’s desired behavior is affected by 3 concepts that are intertwined.  Unfortunately, there are 11 constructs of this theory that many of us confuse very easily.  To keep it simple enough to understand, this overview will touch on the three concepts and give an overview of the constructs. The theory explains that your personal and environmental factors affect your behaviors (good or bad).  Think of a triangle with one of those three concepts at each corner with arrows pointing in each direction.  As you move along the arrows, notice how each one affects the other.  “Behavior is not simply the result of the environment and the person, just as the environment is not simply the result of the person and behavior” (Glanz et al, 2002).  The fluidness of this theory is what gives it the backbone to change or maintain a desired behavior.  The 11 constructs within this theory can be interesting to learn, which enhance the underlying concepts of the theory.  To help you understand the construct with ease, there has been a brief overview added with each construct within the current objective of this assignment. 

So the objective is to apply the Social Cognitive Theory to instruction that incorporates Internet-based applications.  The desired behavior the theory will address is Internet-based instruction, more specifically using social media.  Remember that behavior affects environment and personal factors, so if the instructor is limited in any of those three then the behavior will not happen.  Behavioral capability is by far the most important construct because if the person does not understand the objective and have the necessary skills to perform a behavior then it will go nowhere.  If an instructor possesses no knowledge about social media then it will be expected that no use of it would occur within the classroom.  So the first obstacle is allowing the instructor to understand the materials taught.  When this occurs it then can be directed towards students within the classroom.  Expectations and Expectancies can be grouped together because the individual must value the importance (expectancies) of using social media within the classroom and have strong beliefs (expectations) that it will be effective.  The instructor gains this by having the knowledge.  Therefore applying social media to the classroom is more applicable and students value the expected outcome.

Locus of control and Self-Efficacy can also be lumped together because these two constructs deal with feeling control and how comfortable doing an action may be.  If the instructor feels comfortable in the material and can confidently use it, then it can be ascertained that it will be used within the classroom.  Reciprocal Determinism, Emotional-coping response, and Observational learning can all be lumped into one because they all deal with the interactions with the behavior change.  Observational learning is easy as the old saying monkey see, monkey do.  If the instructor watches other people using social medias within the classroom and notice its effectiveness then there is a higher chance the instructor will use that same method in their own classroom.  Reciprocal determinism is the interaction between the individual and their environment.  If the instructor doesn’t have the right equipment provided by the school to engage social media within the classroom, then there is disconnect in the ability to use it within the classroom.  Lastly, the Emotional-coping response deals with any emotions that may occur by learning the behavior.  An instructor might feel anxious because it might not work will not learn how to use it properly.  They must overcome that fear before they can learn.  The other constructs of this model are not applicable, but still have a place within the SCT.

For an instructor to use the SCT within the classroom they can transform their space into a social media center.  The instructor can provide activities that engage learning with social media.  An example could be a classroom Prezi page that students can collaborate with other students on specific topics that might interest them.  The instructor must reinforce any good behaviors within that classroom to ensure that students are working on task.  An example could be rewarding them with bonus points or a healthy snack for staying on task the entire class period.  The instructor must also support students as they understand the materials provided.  An example could be as students become comfortable with understanding and knowing the materials they could be the teacher and present their topics to the class using the Prezi website.  Each student could then follow along with the presentation. 

These are only a few examples on how to use the SCT within the classroom and since there are numerous constructs within the theory it seems like the possibilities are endless. As long as there is a willing teacher to try it, then there is a learning opportunity for students. 

Reference:
K.Glanz, B. Rimer, & F.M. Lewis (2002). Health behavior and health education: Theory, research, and practice 3^rd edition. San Francisco: Jossey-Bass.