Cognitive · 1977
Social learning
We change when we see, believe and practise: modelling builds self-efficacy, and self-efficacy moves behaviour.
The Social Learning model formulated by Albert Bandura explains psychological and behavioural change as the result of reciprocal interaction between personal, behavioural and environmental factors, a principle known as reciprocal determinism. Unlike classical behaviourism, it introduces mediating cognitive processes such as observation, expectations and self-regulation, highlighting the role of modelling and vicarious reinforcement in the acquisition of new behaviours. A central contribution of the model is the concept of self-efficacy, understood as the belief in one's own capability to organise and execute the actions needed to produce given outcomes, which acts as a robust predictor of the initiation, effort and maintenance of behaviour. Social Learning constitutes a historical and conceptual bridge between behaviourism and cognitivism and has served as the basis for numerous psychoeducational, preventive and clinical interventions.
Theory of change
A person changes when they observe effective models, practise attainable behaviours and strengthen the belief that they can act successfully.
Core ideas
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Behaviour is explained by reciprocal determinism
The Social Learning model holds that behaviour is the result neither of the environment alone nor of internal factors alone, but of a dynamic, bidirectional interaction between person, behaviour and context. Changes in any of these components influence and are influenced by the others, which means that intervention can be directed strategically at any of the three levels in order to generate change. (Bandura, 1977).
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People learn by observing others
Bandura demonstrates that a substantial part of human learning occurs through observation and modelling, without the need for direct rehearsal or immediate reinforcement. The behaviours, strategies and consequences observed in others are encoded cognitively and guide future action, efficiently widening the behavioural repertoire. (Bandura, 1977).
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Vicarious reinforcement influences behaviour
Social learning does not depend solely on direct reinforcement: observing that others are reinforced or punished for particular behaviours modifies expectations and the likelihood of imitation. Vicarious reinforcement acts by modulating motivation and behavioural selection. (Bandura, 1977).
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Self-efficacy is the central predictor of change
The belief in one's own capability to organise and execute the actions needed to achieve a goal —self-efficacy— robustly predicts the initiation of behaviour, the effort invested, persistence in the face of difficulties and recovery after failure. Without sufficient self-efficacy, knowledge and skill do not translate into action. (Bandura, 1997).
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Expectations mediate between learning and action
The model distinguishes between efficacy expectations and outcome expectations, showing that both influence behaviour differentially. A person may anticipate positive outcomes yet not act if they doubt their capability, or feel capable yet see no value in the expected outcome. (Bandura, 1977; Bandura, 1997).
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Mastery experiences are the principal source of self-efficacy
Among the various sources of self-efficacy (mastery experiences, modelling, verbal persuasion and physiological states), experiences of real, progressive success have the greatest and most durable impact, so the model gives priority to graded practice and verifiable achievements. (Bandura, 1997).
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The interpretation of emotional arousal conditions action
Bandura stresses that it is not physiological arousal itself that inhibits behaviour but its cognitive interpretation. Reframing anxiety or tension as signals of effort or challenge facilitates behavioural exposure and protects self-efficacy. (Bandura, 1997).
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Self-regulation makes it possible to maintain change
The model incorporates processes of self-observation, self-evaluation and self-reinforcement as key mechanisms for sustaining behaviour over time. The person becomes an active agent of their own change, reducing dependence on external control. (Bandura, 1977; Bandura, 1997).
Influences
- Behaviourism
- Cognition
- Social psychology
- Experimental research
- Representational rationalism (classical cognitivism)
- Objectivist empiricism / Logical positivism
Key references
- Bandura, A. (1977). Social Learning Theory.
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control.