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Using Social Cognitive Theory in Teaching Pharmacy Students
- Added: December, 30th 2009
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in Teaching Pharmacy
Students
Carole L. Kimberlin, Ph.D.
Professor
Pharmaceutical Outcomes & Policy
University of Florida
Objectives
• Describe Social Cognitive Theory
• Identify strategies for increasing self-efficacy
beliefs
• Describe use of effective modeling to teach
desired behavior
• Describe a Social Cognitive Model of Self-
Regulated Learning
Key Constructs
• Outcome Expectations: The person’s
belief that a specific behavior will lead to a
particular outcome.
• Self-efficacy Expectations: The person’s
self-confidence in performing a particular
behavior at a certain level of competence.
Theoretical Framework
Person
Behavior
Outcome
Efficacy
Outcome
Expectations
Expectations
CAT
Self-efficacy influences all
aspects of behavior
• Acquiring new
• Self-regulation of
• Changing old
motivation
• Choosing actions
• Level of
•
accomplishment
Effort
–
•
High levels of skill can
Perseverance
be overruled by self-
• Resilience
doubts
• Emotional reactions
– Efficacy beliefs affect
performance directly
• Thought patterns
and indirectly by
influencing intentions
and goals
If self-efficacy is low, person
• Avoids tasks
• Does not expend great effort
• Gives up easily
• Judges tasks to be harder
• Is prone to anxiety
• Attributes failure or relapse to low ability
For simple behaviors, important
belief is self-regulatory efficacy
• Appropriate measure is not whether people
believe they are capable of enacting behavior
– Swallowing a tablet, flossing teeth, walking a mile
• Key is the confidence that one can motivate
oneself to engage in the behavior on a daily
basis in the face of specified conditions that
interfere with efforts.
• Identifying salient obstacles is crucial—?How
confident am I that I can maintain the behavior
when I am busy, tired, depressed, on vacation,
etc.?
Efficacy beliefs are translated into
performance attainment if:
• There is a clearly defined goal in mind
• Task demands are accurately understood
• Feedback about performance is specific, timely
and accurate
• Incentives for the performance are in place
– People may possess skills and sense of efficacy but
choose not to perform the activities because they
have no incentive to do so
– Efficacy beliefs will exceed actual performance when
there are disincentives or external constraints
Strategies for increasing self-efficacy
• Set small, incremental goals
– Easier to manage
– Sequencing important
• Emphasize relative progress to goal
• Monitor, provide feedback and
reinforcement
• Attribute accomplishments to a person’s
abilities to master tasks rather than to
?hard work?
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