Origins: The Bobo Doll Experiments: Key Takeaways: Social Cognitive Theory
Origins: The Bobo Doll Experiments: Key Takeaways: Social Cognitive Theory
Origins: The Bobo Doll Experiments: Key Takeaways: Social Cognitive Theory
professor Albert Bandura. The theory provides a framework for understanding how people
actively shape and are shaped by their environment. In particular, the theory details the
processes of observational learning and modeling, and the influence of self-efficacy on the
production of behavior.
Key Takeaways: Social Cognitive Theory
In the aggressive condition, the model was verbally and physically aggressive towards an
inflated Bobo doll in the presence of the child. After exposure to the model, the child was
taken to another room to play with a selection of highly attractive toys. To frustrate
participants, the child’s play was stopped after about two minutes. At that point, the child was
taken to a third room filled with different toys, including a Bobo doll, where they were allowed
to play for the next 20 minutes.
The researchers found that the children in the aggressive condition were much more likely to
display verbal and physical aggression, including aggression towards the Bobo doll and other
forms of aggression. In addition, boys were more likely to be aggressive than girls, especially if
they had been exposed to an aggressive male model.
A subsequent experiment utilized a similar protocol, but in this case, the aggressive models
weren’t just seen in real-life. There was also a second group that observed a film of the
aggressive model as well as a third group that observed a film of an aggressive cartoon
character. Again, the gender of the model was varied, and the children were subjected to mild
frustration before they were brought to the experimental room to play. As in the previous
experiment, the children in the three aggressive conditions exhibited more aggressive
behavior than those in the control group and boys in the aggressive condition exhibiting more
aggression than girls.
These studies served as the basis for ideas about observational learning and modeling both in
real-life and through the media. In particular, it spurred a debate over the ways media models
can negatively influence children that continues today.
In 1977, Bandura introduced Social Learning Theory, which further refined his ideas on
observational learning and modeling. Then in 1986, Bandura renamed his theory Social
Cognitive Theory in order to put greater emphasis on the cognitive components of
observational learning and the way behavior, cognition, and the environment interact to
shape people.
Observational Learning
A major component of social cognitive theory is observational learning. Bandura’s ideas
about learning stood in contrast to those of behaviorists like B.F. Skinner. According to Skinner,
learning could only be achieved by taking individual action. However, Bandura claimed that
observational learning, through which people observe and imitate models they encounter in
their environment, enables people to acquire information much more quickly.
Observational learning occurs through a sequence of four processes:
Self-Efficacy
In addition to the information models can convey during observational learning, models can
also increase or decrease the observer’s belief in their self-efficacy to enact observed behaviors
and bring about desired outcomes from those behaviors. When people see others like them
succeed, they also believe they can be capable of succeeding. Thus, models are a source of
motivation and inspiration.
Perceptions of self-efficacy influence people’s choices and beliefs in themselves, including the
goals they choose to pursue and the effort they put into them, how long they’re willing to
persevere in the face of obstacles and setbacks, and the outcomes they expect. Thus, self-
efficacy influences one’s motivations to perform various actions and one's belief in their
ability to do so.
Such beliefs can impact personal growth and change. For example, research has shown that
enhancing self-efficacy beliefs is more likely to result in the improvement of health habits
than the use of fear-based communication. Belief in one’s self-efficacy can be the difference
between whether or not an individual even considers making positive changes in their life.
Modeling Media
The prosocial potential of media models has been demonstrated through serial dramas that were
produced for developing communities on issues such as literacy, family planning, and the
status of women. These dramas have been successful in bringing about positive social change,
while demonstrating the relevance and applicability of social cognitive theory to media.
For example, a television show in India was produced to raise women’s status and promote
smaller families by embedding these ideas in the show. The show championed gender equality
by including characters that positively modeled women’s equality. In addition, there were
other characters that modeled subservient women’s roles and some that transitioned between
subservience and equality. The show was popular, and despite its melodramatic narrative,
viewers understood the messages it modeled. These viewers learned that women should have
equal rights, should have the freedom to choose how they live their lives, and be able to limit
the size of their families. In this example and others, the tenets of social cognitive theory have
been utilized to make a positive impact through fictional media models.
Many theories of behavior used in health promotion do not consider maintenance of behavior, but rather focus
on initiating behavior. This is unfortunate as maintenance of behavior, and not just initiation of behavior, is the
true goal in public health. The goal of SCT is to explain how people regulate their behavior through control and
reinforcement to achieve goal-directed behavior that can be maintained over time. The first five constructs
were developed as part of the SLT; the construct of self-efficacy was added when the theory evolved into SCT.
1. Reciprocal Determinism - This is the central concept of SCT. This refers to the dynamic and reciprocal
interaction of person (individual with a set of learned experiences), environment (external social
context), and behavior (responses to stimuli to achieve goals).
2. Behavioral Capability - This refers to a person's actual ability to perform a behavior through essential
knowledge and skills. In order to successfully perform a behavior, a person must know what to do and
how to do it. People learn from the consequences of their behavior, which also affects the environment
in which they live.
3. Observational Learning - This asserts that people can witness and observe a behavior conducted by
others, and then reproduce those actions. This is often exhibited through "modeling" of behaviors. If
individuals see successful demonstration of a behavior, they can also complete the behavior
successfully.
4. Reinforcements - This refers to the internal or external responses to a person's behavior that affect the
likelihood of continuing or discontinuing the behavior. Reinforcements can be self-initiated or in the
environment, and reinforcements can be positive or negative. This is the construct of SCT that most
closely ties to the reciprocal relationship between behavior and environment.
5. Expectations - This refers to the anticipated consequences of a person's behavior. Outcome
expectations can be health-related or not health-related. People anticipate the consequences of their
actions before engaging in the behavior, and these anticipated consequences can influence successful
completion of the behavior. Expectations derive largely from previous experience. While expectancies
also derive from previous experience, expectancies focus on the value that is placed on the outcome
and are subjective to the individual.
6. Self-efficacy - This refers to the level of a person's confidence in his or her ability to successfully
perform a behavior. Self-efficacy is unique to SCT although other theories have added this construct at
later dates, such as the Theory of Planned Behavior. Self-efficacy is influenced by a person's specific
capabilities and other individual factors, as well as by environmental factors (barriers and facilitators).
The theory assumes that changes in the environment will automatically lead to changes in the person,
when this may not always be true.
The theory is loosely organized, based solely on the dynamic interplay between person, behavior, and
environment. It is unclear the extent to which each of these factors into actual behavior and if one is
more influential than another.
The theory heavily focuses on processes of learning and in doing so disregards biological and
hormonal predispositions that may influence behaviors, regardless of past experience and
expectations.
The theory does not focus on emotion or motivation, other than through reference to past
experience. There is minimal attention on these factors.
The theory can be broad-reaching, so can be difficult to operationalize in entirety.
Social Cognitive Theory considers many levels of the social ecological model in addressing behavior change of
individuals. SCT has been widely used in health promotion given the emphasis on the individual and the
environment, the latter of which has become a major point of focus in recent years for health promotion
activities. As with other theories, applicability of all the constructs of SCT to one public health problem may be
difficult especially in developing focused public health programs.