Bandura's Social Learning Theory Diagram (Simply Psychology, 2023) https://www.simplypsychology.org/bandura.html

Bandura’s Social Learning Theory (1986) suggests that students learn through observation and modelling, also known as vicarious learning. His theory is based on a social behavioural approach whereby observational learning does not directly lead to exact imitation, but by observing others’ behaviours, their own internal cognitive process will decide if they wanted to imitate such a behaviour. The importance of modelling through social skills, such as how Bandura observed that it was in the child’s disposition to imitate others of higher or more important status such as parental figures, teachers and figures in society (Rumjaun & Narod, 2020), was an important way in which the child learnt through social contact and experiences.

The observational learning aspect of this theory did not require a live model or demonstration of a person acting out the behaviour, but could also take the form a verbal instructional model that showed explanations of a behaviour or a symbolic model, where children could observe characters model a behaviour in books or other forms of media communication (Rumjaun & Narod, 2020).

Self-efficacy has grown to be a very relevant factor behind learner motivation, setting goals, performance and persistence (Richardson et al., 2012). It is also seen as having a causal role in developing academic competency and mastery of skills, along with the leaner’s self-regulated processes that help them to achieve academic success. 

The Social Cognitive Career Theory (Lent et al., 1994), also known as the SCCT, is a theoretical framework that is developed from Bandura’s Social Learning Theory that is appropriate for this work review as its structure supports the connections between students’ personal and educational interests as well as career choices (Sahin & Waxman, 2021). The SSCT learning model is made up of 3 interrelated groups of variables (Yu, et al., 2016):

a) Individual Factors (gender, race, social economic status)

b) Environmental factors (academic and expectational factors)

c) Psychological factors including motivational beliefs (self-efficacy, personal goals, agency)

The following diagram exemplifies the interrelated factors that have an impact on students interest and self-efficacy goals for pursuing STEM plans in college.

Figure 1 Social Cognitive Career Learning Model related to Study by Sahin and Waxman (2021)

A number of studies have indicated that this relevant model has been used to run empirical studies for undergraduate students often in the field of STEM learning and interest. 

References

Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Upper Saddle River: Prentice-Hall, Inc.

Lent, R.W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behaviour, 45, 79-122. http://dx.doi.org/10.1006/jvbe.1994.1027

Rumjaun, A., & Narod, F. (2020). Social learning theory—Albert Bandura. Springer International Publishing. https://doi-org.proxy2.library.illinois.edu/10.1007/978-3-030-43620-9_7

Sahin, A., & Waxman, H. C. (2021). Factors Affecting High School Students’ Stem Career Interest: Findings from A 4-Year Study. Journal of STEM Education: Innovations & Research, 22(3), 46–60.

Yu, S.L., Corkin, D.M., & Martin, J.P. (2017). STEM motivation and persistence among underrepresented minority students: A social cognitive perspective. In J.T. DeCuir-Gunby & P.A. Schultz (Eds.), Race and ethnicity in the study of motivation in education (pp. 67-81). New York, NY: Taylor & Francis.