An introductory text reads, social-cognitive theorists rejected behaviorists’ exclusive focus on observable behavior. Acknowledging that personality may be shaped through learning, social-cognitive theorists such as Albert Bandura also emphasized the roles of cognition and environmental influences on behavior. Bandura’s theory of reciprocal determinism shows how cognition, behaviors, and the environment all interact to determine our personality.
The top part shows a rightward arrow with three dots, the first dot represents “Good Job!” and accompanying text reads child is praised for reading quietly. The second dot represents silhouette of three stars and accompanying text reads child receives attention for effort in school. The third dot represents silhouette of graduation cap and accompanying text reads child is rewarded for school achievement. Text beside the arrow reads behaviorists believe personality is the compilation of behaviors shaped through a lifetime of learning. A child who receives reinforcement for studying and effort in school will repeat this behavior, eventually exhibiting the personality characteristic “studious.”
The first section labeled cognition shows a photo of a female graduate with a thought bubble that reads; I succeed because I am a studious person. Text beside the photo reads, thinking about behaviors and what they have led to in the past creates expectancies, predictions about what future outcomes will result from a behavior. When we recognize that past efforts to study usually resulted in good grades, we will expect that studying will lead to good grades in the future. Bandura calls this learned expectation of success self-efficacy.
The second section labeled environment shows a photo of students sitting on a field outside a college building. Text below reads, the environment can include the college you choose, the major you select, the classes you enroll in, and also the culture where you are a student. For example, in Chinese classrooms, struggle is assumed to be part of the learning process. However, in Western classrooms, struggle is often seen as a sign of lower ability (Li, 2005; Schleppenbach, Flevares, Sims, & Perry, 2007). The culture you live in—your environment—can influence how you think about your own skills and behaviors, and how hard you work at something that is difficult for you.
The third section labeled behavior shows a photo of a woman sitting at a desk with a pen and a book. Text beside the photo reads, reinforced behaviors become more consistent over time. When an instructor praises our participation in class, that reinforcement will lead us to participate again. We also learn by observing others’ behaviors. If our classmates form a study group that helps them better understand the material, we may learn to adopt that technique.
An arrow from cognition to environment reads, expectancies influence the environment you seek out, and a bubble callout reads, I will apply to college because I can succeed there.
An arrow from cognition to behavior reads expectancies influence behavior, and a bubble callout reads, I get good grades when I study, so I will continue to do this.
An arrow from environment to cognition reads, environment influences expectancies, and a bubble callout reads I am in college, so I know I can handle a busy schedule like other college students.
An arrow from environment to behavior reads, environment influences behavior, and a bubble callout reads, I’m a college student now, so I need to spend more time studying.
An arrow from behavior to cognition reads, prior experiences create expectancies, and a bubble callout reads, when I study, I get good grades.
An arrow from behavior to environment reads, behavior influences environment, and a bubble callout reads, I study hard and am a successful student, so I’ve chosen to go to college.