Social Cognitive Theory

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Self-efficacy and self-regulation are two concepts that I would definitely want to consider with my intervention plans for the case study (see below in last post) because I really like Social Cognitive Theory (SCT).  I believe that self-efficacy is a big factor in learning and behavior.  If a student believes they can do something, they are more likely to do it.  If they don't think they can do something then they are less likely to do it.  I would take into account whether or not Lisa thinks she can accomplish the task or not.  It might be the academic task that she may or may not think she can do, or it might be just working with partners.  I would try to talk with Lisa and help her see that she can work with groups effectively.  If I can get her to believe this, then she might be more willing to work nicely with the others.

Self-regulation goes along with my journaling  idea.  If Lisa is reflecting on her learning, then she can realize what she is doing wrong and work on fixing it.  If she reflects in her journal about how she didn't really work well with the group, she might be motivated to try again.  The same goes for when Lisa does something good.  If she writes in her journal that she worked well with others, she might be motivated to do it again because of the results.  Lisa can also self-regulate by talking to me.  I can ask her questions about her behavior and learning and through her answers she can reflect.  This is probably what I would do before she starts journaling so she will be familiar with reflecting.

This video below explains self-efficacy very well and is very informative.