Which of the following are key factors of development in social cognitive theory?

Are you outgoing because that's simply who you are, or are you outgoing because you came from an outgoing family and spent your whole life observing their behavior? Social-cognitive theory of personality explore these questions.

• What is the definition of the social-cognitive theory of personality?
• What is Albert Bandura's social-cognitive theory?
• What are some social-cognitive theories of personality examples?
• What are some applications of the social-cognitive theory?
• What are the advantages and disadvantages of the social-cognitive theory?

Social-Cognitive Theory of Personality Definition

The behaviorism theory of personality believes all behavior and traits are learned through classical and (mostly) operant conditioning. If we behave in a way that reaps the rewards, we are more likely to repeat them. If, however, those behaviors are punished or perhaps ignored, they are weakened, and we are less likely to repeat them. The social-cognitive theory stems from the behaviorist view that behaviors and traits are learned but takes it one step further.

The social-cognitive theory of personality states that our traits and social environments interact with one another, and those traits are learned through observation or imitation.

Behaviorism theories of personality believe learning traits is a one-way street - environment affects behavior. However, the social-cognitive theory is not without its shortcomings. For example, some critics say that it focuses too much on the situation or social context and fails to acknowledge one's innermost, innate traits. While our environment can influence our behavior and personality traits, the social-cognitive theory downplays our unconscious emotions, motives, and traits that cannot help but shine through.

The goal of social cognitive theory is to explain how people regulate their behavior through control and reinforcement in order to achieve goal-directed behavior that can be maintained over time.

Bandura, in his original formulation of the related social learning theory, included five constructs, adding self-efficacy to his final social cognitive theory (Bandura, 1986).

Reciprocal Determinism

Reciprocal determinism is the central concept of social cognitive theory, and refers to the dynamic and reciprocal interaction of people — individuals with a set of learned experiences — the environment, or external social context, and behavior — the response to stimuli to achieve goals.

Its main tenet is that people seek to develop a sense of agency and exert control over the important events in their lives.

This sense of agency and control is affected by factors such as self-efficacy, outcome expectations, goals, and self-evaluation (Bandura, 1989).

To illustrate the concept of reciprocal determinism, Consider A student who believes they have the ability to succeed on an exam (self-efficacy) is more likely to put forth the necessary effort to study (behavior).

If they do not believe they can pass the exam, they are less likely to study. As a result, their beliefs about their abilities (self-efficacy) will be affirmed or disconfirmed by their actual performance on the exam (outcome).

This in turn will affect future beliefs and behavior. If the student passes the exam, they are likely to believe they can do well on future exams and put forth the effort to study.

If they fail, they may doubt their abilities (Bandura, 1989).

Behavioral Capability

Behavioral capability, meanwhile, refers to a person's ability to perform a behavior by means of using their own knowledge and skills.

That is to say, in order to carry out any behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, further affecting the environment in which they live (Bandura, 1989).

Reinforcements

Reinforcements refer to the internal or external responses to a person's behavior that affect the likelihood of continuing or discontinuing the behavior.

These reinforcements can be self-initiated or in one's environment, and either positive or negative. Positive reinforcements increase the likelihood of a behavior being repeated, while negative reinforcers decrease the likelihood of a behavior being repeated.

Reinforcements can also be either direct or indirect. Direct reinforcements are an immediate consequence of a behavior that affects its likelihood, such as getting a paycheck for working (positive reinforcement).

Indirect reinforcements are not immediate consequences of a behavior but may affect its likelihood in the future, such as studying hard in school to get into a good college (positive reinforcement) (Bandura, 1989).

Expectations

Expectations, meanwhile, refer to the anticipated consequences that a person has of their behavior.

Outcome expectations, for example, could relate to the consequences that someone foresees an action having on their health.

As people anticipate the consequences of their actions before engaging in a behavior, these expectations can influence whether or not someone completes the behavior successfully (Bandura, 1989).

Expectations largely come from someone's previous experience. Nonetheless, expectancies also focus on the value that is placed on the outcome, something that is subjective from individual to individual.

For example, a student who may not be motivated by achieving high grades may place a lower value on taking the steps necessary to achieve them than someone who strives to be a high performer.

Self-Efficacy

Self-efficacy refers to the level of a person's confidence in their ability to successfully perform a behavior.

Self-efficacy is influenced by a person's own capabilities as well as other individual and environmental factors.

These factors are called barriers and facilitators (Bandura, 1989). Self-efficacy is often said to be task-specific, meaning that people can feel confident in their ability to perform one task but not another.

For example, a student may feel confident in their ability to do well on an exam but not feel as confident in their ability to make friends.

This is because self-efficacy is based on past experience and beliefs. If a student has never made friends before, they are less likely to believe that they will do so in the future.

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