distracted if the behavior being modeled is attention seeking.
Models should berespected, similar to the student if possible, have
prestige, and should be shown as successful. (Models who are punished should be
2. Students do not always have tobe actively engaged. An attention getting
model will produce learning and behavior.
3. Classroom behavior and performance will increase if the teacher
increases a student'sself-efficacy. (See
below for ways Bandura suggests to increase self
efficacy.) This requires the teacher to keep tasks just beyond the
students current ability.
4.Students can learn vicariously;therefore,describing goals and
consequences gives students reasons to undertake certain
One’s characteristics (e.g. sensory capacities, arousal level,perceptual set, past reinforcement) affect attention.
Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal,motor rehearsal
Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction.
Motivation — having a good reason to imitate. Includes motives suchasÂ past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model)
Bandura believed in “reciprocal determinism”, that is, the worldand a person’s behavior cause each other, while behaviorism essentially states that one’s environment causes one’s behavior, Bandura, who was studying adolescent aggression, found this toosimplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavio