Tiêu đề Chương 11 - Góc nhìn nhận thức xã hội về học tập và động lực.docx ✅

Social Cognitive Views of Learning and Motivation Teachers’ Casebook—Failure to Self-Regulate: What Would You Do? Overview and Objectives Social Cognitive Theory A Self-Directed Life: Albert Bandura Beyond Behaviorism Triadic Reciprocal Causality Modeling: Learning by Observing Others Elements of Observational Learning ATTENTION • RETENTION • PRODUCTION • MOTIVATION AND REINFORCEMENT Observational Learning in Teaching DIRECTING ATTENTION • FINE-TUNING ALREADY-LEARNED BEHAVIORS • STRENGTHENING OR WEAKENING INHIBITIONS• TEACHING NEW BEHAVIORS • AROUSING EMOTION GUIDELINES: Using Observational Learning Agency and Self-Efficacy Self-Efficacy, Self-Concept, and Self-Esteem Sources of Self-Efficacy Self-Efficacy in Learning and Teaching GUIDELINES: Supporting Self-Efficacy Teachers’ Sense of Efficacy Module 34 Summary Self-Regulated Learning: Skill and Will How Does Self-Regulation Develop? KNOWLEDGE • MOTIVATION • VOLITION Contents xxix POINT/COUNTERPOINT: Are “Grittier” Students More Successful? DEVELOPMENTAL CHANGES IN SELF-REGULATION A Social Cognitive Model of Self-Regulated Learning Reaching Every Student: Technology and Self-Regulation Self-Regulation of Emotions SOCIAL AND EMOTIONAL LEARNING • TEACHER STRESS AND SELF-REGULATION GUIDELINES: Encouraging Emotional Self-Regulation Teaching Toward Self-Efficacy and Self-Regulated Learning Complex Tasks Agency and Control Self-Management Self-Evaluation Collaboration Bringing It All Together: Theories of Learning Module 35 Summary Key Terms Connect and Extend to Licensure Teachers’ Casebook—Failure to Self-Regulate: What Would They Do?