YONZON, Ma.

Isabel J Advanced Developmental Psychology A Thought Paper: Albert Banduras Social Cognitive Theory

I. II.

Key Features Critique Albert Banduras social cognitive theory has a balance of both innovative speculation and accurate observation. His learning theories are very precise and testable. This is just by conducting tightly controlled experiments to determine how children react to various environmental influences. This procedure increases the likelihood that his theory will generate additional testable hypotheses. Banduras theory has enormously contributed to the knowledge of many aspects of human development. And because of these, other theorists have begun to understand how humans emotionally and socially change over the course of childhood and adolescence. Bandura's theory has very high fertility, generating thousands of research studies. The social cognitive theory produced important clinical insights and practical applications. Because of this theory, many problem behaviors can now be quickly eliminated by behavioral modification techniques. This is especially helpful when it comes to bullying, which is now a worldwide problem. Banduras theory also receives a high rating when it comes to its understandability, and consistency. Because Banduras social cognitive theory is not highly speculative, it has outstanding internal consistency. His theory is simple,
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straightforward, and unencumbered by hypothetical or fanciful explanations, making it very understandable. However, as mentioned earlier, Banduras theory is not highly speculative. It can be viewed as an oversimplified account of human development by downplaying the contribution of important biological influences.

Standards 1. Reflects the real world of children 2. Is clearly understandable 3. Explains the past and predicts the future 4. Guides child rearing 5. Is internally consistent 6. Is economical 7. Is falsifiable 8. Is supported by convincing evidence 9. Adapts to new data 10. Is novel 11. Is comprehensive 12. Stimulates new discoveries 13. Is durable 14. Is self-satisfying

Very Well X

Moderatel y Well X X

Very poorly

X X X X X X X X

III.

SCT in the Filipino Setting 1. Bandwagon mentality Example number 1: White is in, Dark is out The mass media greatly abuses the whitening-mentality of Filipinos (the desire to become fair-skinned). They use celebrities to endorse and introduce any number of products to certain demographics. By choosing the proper gender, age, and physical appearance of the endorser, the use of social cognitive theory could

help ensure that Filipinas will think that being fair-skinned is better and that they should be embarrassed/ashamed of their kayumanggi complexions. Example number 2: I am not quite sure if theres a term for this, but Filipinos tend to imitate the famous lines and mannerisms of their favorite celebrities on TV. Take for example, Vice Ganda, a famous gay comedian, popularized sarcastic jokes and the lines, may nag-text,ansaveh?, etc. Now, I can see that these lines and jokes have been passed through different mouths of Filipinos and is the root of their laughter already. IV. Practical Applications The most basic instructional implication of SCT is that students should be provided frequent access to models of knowledge, skills, and behaviors they are expected to learn. As a teacher, I (try to) model the behaviors and cognitive processes I want students to learn. I observed that students pay closer attention when the skill or material being demonstrated is considered more personally relevant or interesting. My students retention is better when there are verbal labels or images through the use of mnemonics, graphic organizers, or other similar learning strategies. It is also important for me to provide specific, more immediate, and insightful feedback about what they are doing well and what needs to be improved. This gives them opportunities to practice and be more exposed to learning. I create lessons that emphasize real-world applications and the relevance of material to students own lives. This should help the students to see that classroom

learning and the demonstration of that learning leads to personally valued or important outcomes. Sources: Feist, Jess & Feist, Gregory J. (2006). Theories of Personality (Sixth Edition). McGrawHill Education (Asia), Singapore. Newman, B. M., & Newman, P. R. (2007). Theories of human development, 212. Shaffer, David R. & Kipp, Katherine. (2007). Developmental Psychology: Childhood and Adolescence. Thomas Higher Education, California, USA. Thomas, R. Murray (Fourth Edition). (1995). Comparing Theories of Child Development. Brooks/Cole Publishing Company, California, USA.