Triadic reciprocal causation is, in essence, the definition of social cognitive theory. The three-way forces of person, behavior, and environment moving fluidly back and for between one another in a multidirectional triangular motion (Davidson, 2003) was a complete deviation from previous theories. This theory recognized all three pieces of social development, and gave them equal importance in the way they shape our behaviors and choices (Davidson, 2003).
Previous theories of development by Skinner, Piaget, and Pavlov weighed contributing forces of learned social behavior differently. Piaget didn’t place much emphasis on stimulus response in environment (Smith, 2017), and so he had a much more one directional approach to behavior where the …show more content…
I often use this with my middle and high school to remind them that age is not a determining factor of one’s ability to set a good example for others. Setting a Godly example is what the Lord calls us to do no matter what our age.
Ephesians 5:1-2 (ESV) reminds us, “Therefore be imitators of God, as beloved children. And walk in love, as Christ loved us and gave himself up for us, a fragrant offering and sacrifice to God.” This verse is so difficult, not in comprehension, but in practice. It is hard to set the right example when it means that we must deny ourselves for the sake of others.
When it comes to a weak sense of self-efficacy, Moses immediately comes to mind. He had no problem at all with self-esteem, as a matter of fact he tells us in Numbers 12:3 (NIV) that he “was a very humble man, more humble than anyone else on the face of the earth.” Seeing his own strengths was obviously not a problem; however, when God called him out of his comfort zone and commanded him to speak to pharaoh, Moses doubted his ability to perform this new skill of public speaking, and an argument with God ensued when Moses listed all the reasons he wasn’t qualified for this …show more content…
Before you can properly use the mastery strategy, you need to truly know the abilities of your students. Once I have gauged that, I assign them tasks that they believe are difficult, but of which I am certain they can accomplish successfully. As the complete these, their self-efficacy quickly grows, and I hear statements like “I was never a good writer before” or “I didn’t know I could do that well on a project”. I find myself continually going along students and encouraging them that they can accomplish the tasks I set out for them, that I realize the assignments are difficult, but I am there to help them any way I am able. I make sure the goals, and steps necessary to reach them, are very clearly laid out, and I assist my students in reaching the smaller goals along the way. As they reach individual milestones, they gain the self-efficacy necessary to finish strong. Occasionally I employ the social modeling form when I choose excellent work to or writing to share with the others in the class. I try to make sure I choose different people each time. Not only does this act as a variable reinforcer of excellent work, it also shows observers that if the modeler can be successful, they can as
Previous theories of development by Skinner, Piaget, and Pavlov weighed contributing forces of learned social behavior differently. Piaget didn’t place much emphasis on stimulus response in environment (Smith, 2017), and so he had a much more one directional approach to behavior where the …show more content…
I often use this with my middle and high school to remind them that age is not a determining factor of one’s ability to set a good example for others. Setting a Godly example is what the Lord calls us to do no matter what our age.
Ephesians 5:1-2 (ESV) reminds us, “Therefore be imitators of God, as beloved children. And walk in love, as Christ loved us and gave himself up for us, a fragrant offering and sacrifice to God.” This verse is so difficult, not in comprehension, but in practice. It is hard to set the right example when it means that we must deny ourselves for the sake of others.
When it comes to a weak sense of self-efficacy, Moses immediately comes to mind. He had no problem at all with self-esteem, as a matter of fact he tells us in Numbers 12:3 (NIV) that he “was a very humble man, more humble than anyone else on the face of the earth.” Seeing his own strengths was obviously not a problem; however, when God called him out of his comfort zone and commanded him to speak to pharaoh, Moses doubted his ability to perform this new skill of public speaking, and an argument with God ensued when Moses listed all the reasons he wasn’t qualified for this …show more content…
Before you can properly use the mastery strategy, you need to truly know the abilities of your students. Once I have gauged that, I assign them tasks that they believe are difficult, but of which I am certain they can accomplish successfully. As the complete these, their self-efficacy quickly grows, and I hear statements like “I was never a good writer before” or “I didn’t know I could do that well on a project”. I find myself continually going along students and encouraging them that they can accomplish the tasks I set out for them, that I realize the assignments are difficult, but I am there to help them any way I am able. I make sure the goals, and steps necessary to reach them, are very clearly laid out, and I assist my students in reaching the smaller goals along the way. As they reach individual milestones, they gain the self-efficacy necessary to finish strong. Occasionally I employ the social modeling form when I choose excellent work to or writing to share with the others in the class. I try to make sure I choose different people each time. Not only does this act as a variable reinforcer of excellent work, it also shows observers that if the modeler can be successful, they can as