Mediating processes in psychology and social learning theory
Bandura's seminal work on self-efficacy (1997) has underpinned a substantial body of research in the areas of behavioural psychology and social learning theory, especially in relation to the roles that self-efficacy plays in shaping our thoughts and actions in learning environments. Self-efficacy is all about judgements we make about our personal cabilities and that these are the core factors of human agency.
In the field of human functioning and in particular in learning processes, Bandura argues that efficacy beliefs are core regulators of the way we interact and engage with learning opportunities and challenges. His theories are supported by a plenty of research which suggests that the process by which efficacy beliefs shape our learning is most strongly influenced by four, intervening agencies which he describes as 'mediating processes', and which although may be of individual interest, are processes which operate mutually rather than in isolation.
Bandura distills these these mediating processes into four components:
- cognitive processes - where efficacy, that is, the capacity or power to produce a desired effect or action, and personal beliefs in it, are significant in enhancing or undermining performance;
- motivational processes - where in particular, that through integrating these with attribution theory, the focus of interest is with explaining causality. In this way, theoretical frameworks are constructed which can find reasons that set apart otherwise similarly placed individuals but who take different approaches to (learning) challenges: At one end of the spectrum is the individual who attributes success to their personal skills, expertise and capabilities, and failure prinicipally to a lack of effort. This individual is more likely to accept the challenges of more difficult tasks and persist with them, even in the face of a lack of successful outcomes. Whereas at the other end is the individual who may be convinced that their success or failure is mainly due to circumstances outside their control and hence, generally believes there to be little point in pursuing difficult tasks where they perceive little chance of success.
- affective processes - which are mainly concerned with the impacts of feelings and emotions in regulating (learning) behaviour. Significantly, emotional states such as anxiety, stress and depression have been shown to be strong affectors.
- selective processes - where the interest is with how personal efficacy beliefes influence the types of ((social) learning) activities individuals choose to engage with and the reasons that underpin these choices.
REFERENCES:
Bandura, A., 1997, Self-efficacy: The Exercise of Control, New York, W.H.Freeman & Co.