by
May Anne Joy Romanes
University of the Philippines Diliman
May 24, 2016
https://www.utwente.nl/cw/theorieenoverzicht/Theory%20Clusters/Health%20Communication/Social_cognitive_theory/Social_cognitive_theory-1.png
For many years, a lot
of scientists have tried to find an explanation as to why people behave as they
do. Earlier behaviorists have reduced human
beings into helpless reactors to their environment, dismissing the role of cognition
in forming their behaviors (Bandura, 1971). The
traditional behaviorist theories did not satisfy Albert Bandura. He challenged these earlier theories through the
development of the social learning theory, which later evolved as the social
cognitive theory. This theory asserts
that the cognitive capacity of men determines their behavior and posits that learning results
from vicarious experiences that occur through the observation of other people’s
behavior and its consequences for them (Bandura, 1971). The social cognitive theory is much more
palatable than the traditional behaviorist theories; however, it does not
address the variations of people due to their genetic, brain, and learning
differences (“Criticisms”, n.d.).
Furthermore, it does not mention the role of free will in the behavior
outcomes of men. Nonetheless, it is
undeniable that there is some truth to the social cognitive theory; however, as
teachers, we need to look closer and critically examine this theory to make it
more relevant to the teaching-learning process for us and more importantly, for
our students.
