Albert Bandura

La agresión es una conducta heredada y aprendida a
través de siglos, ha sido necesaria para enfrentar determinadas situaciones; sin embargo, hay otros tipos de agresividad que son destructivos. En el presente se revisa desde la postura de Albert Bandura, sobre el aprendizaje a la agresión por observación, imitación, modelamiento, ya sea por los padres, familiares, amigos, medios de comunicación u otras formas.

distopya klasiği olarak Otomatik Portakal, tecavüzün, hırsızlığın her çeşidiyle insanlara eziyet eden daha henüz 15 yaşında, küçük bir çetesi olan Alex ismindeki çocuğu anlatmaktadır. Kitapta yazar sırasıyla Alex'in yaptıklarından, yakalanıp hapse atılmasından, hapiste suçluların ıslah edilmesi amacıyla hazırlanan deneysel bir tedaviye maruz kalmasını ve son olarak, tedaviden sonra yeniden topluma karışmasından bahsetmektedir.

The purpose of the research is to scrutinize learning opportunities, that is, preschool children’s opportunities of participation and possibilities of impacting the preschool activities within one Icelandic preschool whose
practice is inspired by the methodologies named after the Italian city of Reggio Emilia. According to the ideas of Reggio Emilia, an emphasis is placed on bolstering children’s abilities to influence preschool activities (Malaguzzi, 1998). The research is grounded on two theoretical perspectives; attributionism and critical theory. Moreover, the research draws on definitions
of the key-terms ‘self-efficacy’ and ‘empowerment’, as well as Judith Butler’s (2004) theories concerning gender. The PhD project is based on four articles:
1) Attitudes of two preschool teachers and methods of empowerment of preschool children. 2) Perceived self-efficacy amongst preschoolers: Some methodological variations on themes from Bandura’s theory. 3) Children and Democracy in Preschool: Children’s Participation in Preschool Decision-
Making Processes. 4) Gendering in one Icelandic preschool.
The findings of the research provide holistic ideas regarding interconnected determinants in relation to children’s educational environments;
children’s opportunities of learning depend largely on the teachers’ views, i.e. the teachers’ views govern their behaviour which in turn impact the children’s self-image and their ability to actively participate in their own learning and develop stronger beliefs concerning their own capabilities, which is an integral aspect of success and which generally facilitates the children’s capabilities. The research draws on several sources: psychology (Heider), political philosophy (Habermas), sociolog
(Ziehe), early childhood education (Malaguzzi), gender studies (Butler) and social psychology (Bandura).
The central findings of the research bring to light that the views of the
teachers who participated in the research were consistent with work methods and the children were frequently invited to participate in the decision-making processes. Ultimately, the teachers facilitated the children’s empowerment; however, the children’s gender limited the extent of their empowerment. One could claim that this aspect manifests most clearly the way in which teachers’ views impact the children. The research furthermore reveals that preschool children’s language
development does not undermine analyses of their beliefs in regard to their own abilities but it is nevertheless necessary to create alternative evaluation tools that focus on children, in contrast to commonly used evaluation tools used to analyse adult individuals’ beliefs in their own abilities. The research suggests pedagogical documentation as a possibly fruitful means of assessment.

Bandura’s social cognitive theory is one of the most highly influential and widely celebrated theories in the field of social psychology. Thus, it is no surprise that its influence has extended into multiple fields, including communication and especially the study of media effects. Still, despite the enthusiasm with which media scholars have embraced social cognitive theory, its integration into media research is still in its infancy. The purpose of this chapter is, first, to lay out the historical background and basic tenets of social cognitive theory. We will then explore the ways in which media effects scholars have integrated it into their research and consider the ways in which scholars might build on the existing foundation of social cognitive theory-based media research to better illuminate media effects processes and outcomes.

When the suicide of Kate Spade was followed by Anthony Bourdain in the same week, a radio show I listened to a while back popped into my head. The discussion surrounded “copycat” suicides and the manner in which the media reports suicide that was statistically shown to be the cause of contagion of suicides. Social learning theory is another paradigm through which suicide contagion may be understood. According to the observational learning theory (Bandura, 1977), an individual who had memorized a celebrity's behaviour and had been sufficiently motivated could harbor suicidal ideation even over a longer period of time. I thought about the chains of events of suicide in celebrities. I theorize that the biggest link to this chain began when Robin Williams died by suicide. According to Kate Spade’s older sister, she was fixated on his death. Robin Williams is a legendary human being to all different types of people of religions, cultures, on a global scale—myself included.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

Al realizar este ensayo se busca explicar las ideas de Albert Bandura acerca de su teoría del Aprendizaje Social, la vigencia e impacto que esta teoría tiene en la educación de hoy en día. Asimismo, se señalará por qué es uno de los psicólogos que más ha influenciado en la educación actual.

The Traits of Reciprocal Determinism in
Helen Macdonald’s H Is for Hawk


Justy Joseph* and B Padmanabhan**
© 2019 IUP. All Rights Reserved.
* Research Scholar, Department of English and Foreign Languages, Bharathiar University, Coimbatore -
641046, Tamil Nadu, India. Email: justyjoseph0202@gmail.com.
* * Assistant Professor, Department of English and Foreign Languages, Bharathiar University, Coimbatore -
641046, Tamil Nadu, India. Email: pathuengbu@gmail.com.

Abstract
Determinism is the philosophical position that for every event, including human interactions, there exist conditions that could cause no other event. Albert Bandura, through his idea of reciprocal causation, accepts the chances of a person’s behavior being conditioned. Keith E Rice suggests that reciprocal determinism considers how what we do and who we spend time with—our behavior—impacts upon and changes the life conditions in the environment we experience and how we respond cognitively and emotionally, and possibly psychologically too, as a person to the environmental feedback we then receive. This paper attempts a study of Helen Macdonald’s heart-wrenching, talon-sharp memoir H Is for Hawk based on reciprocal determinism and triadic reciprocal causation.

This book has been designed with up-to-date facts, tables, figures and charts for use by students of B.Ed., M.Ed. and M.A. (Education) of various Indian universities. The distinguishing features of this book are lucidity of language, systematic presentation of facts and citation of recent findings of research at national and international levels.
In addition to traditional areas of study, certain themes which are very rarely found in other Indian books have been discussed in this book. These themes which make this book different from other Indian books are: behaviour problems at different stages, development of language, needs and problems of adolescents, adolescent gifted, adolescent slow learners, principles of learning, how children learn, mastery learning, core teaching skills, functional autonomy of motives, maladjustment, frustration and conflict, current approaches to teaching and learning (views of Gagne, Ausubel, Bandura and Bruner), organizational climate, leadership styles, ecology of education, stress management and inclusive education.
A quick look at any of the twenty-three chapters of the book will indicate the originality of the authors in organising ideas culled from many different sources, both traditional and modern. It is a need-based book meant for students and beginner teachers.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.

Abstract
Modeling, a learning approach that focuses on the observation of others, is not an approach exclusive to musical education. Since the beginning, instrument-playing skills have traditionally been acquired by observing and imitating masters of the art. To fully benefit from this essential
learning process, we propose to present its main elements which may be applied to the acquisition of instrument-playing skills by musicians starting their musical training. The Social Learning Theory, developed by Albert Bandura, was chosen as a reference theory because of its marked
focus on modeling. A practical demonstration that applies to the teaching of a musical piece to a beginner-violinist will be presented to further elaborate on this approach.

Keywords: modeling, Albert Bandura, instrumental learning, instrument-playing skills, beginner

Résumé
Le modelage, ou apprentissage par l’intermédiaire de l’observation d’autrui, n’est pas une stratégie exclusive à l’apprentissage musical. Depuis toujours, l’acquisition de compétences motrices à l’instrument s’effectue traditionnellement par observation et mimétisme du maitre. Afin de tirer pleinement profit de cet incontournable processus d’apprentissage, nous nous proposons d’en présenter les principales caractéristiques pouvant s’appliquer à l’apprentissage de compétences
motrices auprès des musiciens en début de formation. La théorie de l’apprentissage social, dont le principal représentant est Albert Bandura, a été retenue comme cadre de référence en raison de l’importance qu’elle accorde au modelage. Une démonstration pratique appliquée à l’enseignement d’une pièce pour violoniste débutant sera présentée pour compléter la description de cette approche.

Mots-clés : modelage, Albert Bandura, apprentissage instrumental, compétences motrices, débutant

One of the most important developmental stages children progress through and one of which we sometimes take for granted, is learning to speak language.  Children begin to speak not long after they are born and continue to develop this highly complex skill to communicate. Children are very intelligent; in fact most children can speak before walking and master many language elements in infancy (Sigelman & Rider, 2009)

In this essay I describe my own developmental experience of learning to speak a language and provide an overview of two well-known developmental theories, J.Piaget’s Cognitive Developmental theory and Albert Bandura’s Social Cognitive Theory, approaches to human development.  These two approaches I have analysed in relation to my developmental milestone.

Both theorists explain human development occurs through an interaction of ‘Nature/Nurture’, a well debated concept after overwhelming research showed people are not born a ‘blank slate’ as once believed, shaped entirely by the environment, but genes are inherited through parents which then interact with the environment, making humanity a product of both biological and environmental factors (Bandura, 1989, Huitt & Hummel, 2003).

I explain differences between the two theorists, both of which contribute well-researched experimental and scientific work in lifespan development and my essay concludes that when learning language the environment influenced me more than a biological predisposition.  Ultimately my research shows environment has the largest impact on how well and how soon people learn to communicate through language.

This essay which is a requirement of PSYC 340 (Theories of Personality) course contains a comic character’s analysis of the personality considering Big Five and Social Cognitive Theory. The character is from Marvel animations that is Iron Man.

A Teoria Social Cognitiva (TSC) é uma teoria da personalidade de grande importância na pesquisa e prática em psicologia ao redor do mundo. Devido à potencial utilidade de suas aplicações na resolução de problemas do país, o presente artigo tem como objetivo apresentar uma introdução à TSC. Para tanto, foi realizada uma pesquisa na obra de Albert Bandura, criador da teoria, e de outros teóricos sociocognitivos, a fim de compreender o contexto histórico no qual a TSC se desenvolveu, discutir os conceitos-chave da teoria e apresentar algumas de suas aplicações. Concluiu-se que, por ter sido construída através de observações científicas rigorosas, suas hipóteses geralmente recebem confirmação empírica, e que suas aplicações possuem potencial na resolução de problemas individuais e coletivos.

The aim of the present study was to investigate how basic moral sensitivity in bullying, moral disengagement in bullying and defender self-efficacy were related to different bystander behaviors in bullying. Therefore, we examined pathways that linked students' basic moral sensitivity, moral disengagement, and defender self-efficacy to different bystander behaviors in bullying situations. Three hundred and forty-seven teenagers completed a bullying survey. Findings indicated that compared with boys, girls expressed higher basic moral sensitivity in bullying, lower defender self-efficacy and moral disengagement in bullying. Results from the SEM showed that basic moral sensitivity in bullying was negatively related to pro-bully behavior and positively related to outsider and defender behavior, mediated by moral disengagement in bullying, which in turn was positively related to pro-bully behavior and negatively related to outsider and defender behavior. What differed in the relations between outsider and defender behaviors was the degree of defender self-efficacy.

pada 20 Maret 1904 di Susquehanna, Pennsylvania. Ia merefleksikan tahun-tahun awal kehidupannya sebagai suatu masa dalam lingkungan yang stabil, dimana belajar sangat dihargai dan disiplin sangat kuat. Skinner mendapat gelar BA-nya dalam sastra Inggris pada tahun 1926 dari Presbyteriamfounded Humilton Collage, setelah diwisuda dia menekuni dunia tulis menulis sebagai profesinya selama dua tahun. Pada tahun 1928 dia melamar masuk program pascasarjana psikologi Universitas Harcard. Pada tahun 1945 dia menjadi kepala departemen psikologi di Universitas Indiana. Pada tanggal 18 Agustus 1980, Skinner meninggal dunia karena penyakit leukimia.

Freud has always used his growing psychoanalytic understanding to address world events such as World War I as well as human psychology. The unbelievable death toll between 1914 to 1918 led Freud to attempt for the explanation and understanding of violence, conflict and destruction. He has placed greater importance to human aggression. Freud has revised many key aspects of his theory about aggression. He has dropped the idea of self-preservation drive and instead focuses on his new dual classification of two instinctual theories in both of which aggression played a significant part. He continued to develop his theory toward a more sophisticated picture of psychoanalytic view of human aggression. This paper aims to investigate the causes of aggression by probing into two different perspectives: Psychoanalysis and neo-Freudian analysis as well as social learning theory. This article specifically focuses on postulating psychoanalytic spectrum of aggression from Freudian and neo-Freudian point of views. It also attempts to examine the differences and similarities between and within these perspectives in search for answer to the main question``what are the causes of the human aggression?'' In the first part of the paper, after the definition of aggression, it entails a close look to psychoanalytic approach and compare and contrast the psychoanalytic ideas within the paradigm. The second part focuses on neo-Freudian psychoanalysis of the aggression. The third section emphasizes Bandura's social learning theory. The last section gives a summary of all perspectives.

Durante 30 años, se ha estado enseñando inglés en las escuelas y los intitutos españoles; no obstante, nadie a conseguido aprender nada. Para aprender inglés el alumno de Primaria o de Secundaria debe acudir a una academia de idiomas o a un profesor de repaso.
Con este artículo se pretende demostrar que sí es posible aprender inglés en un instituto, hasta un nivel intermedio, sin necesidad de acudir a academias de idiomas o a profesores de repaso. Este artículo constituye el informe de una prueba piloto que se puso en práctica en un instituto español durante los cursos 2016-18. Se recopilan las metodologías y las prácticas de clase que se utilizaron para conseguir el aprendizaje efectivo del inglés.

In questo lavoro di tesi è stata realizzata una ricerca empirica di tipo esplorativo avente l’obiettivo generale di indagare la presenza di determinanti individuali che possono promuovere, nelle persone che sono spettatrici di situazioni di mobbing, un comportamento di aiuto all’interno di diversi scenari di dilemmi morali.
Nella ricerca sono state analizzate in particolare le correlazioni esistenti fra le scelte compiute a livello teorico dalle persone (relative ad adottare un comportamento di aiuto o meno nei riguardi della vittima)  ed alcune caratteristiche individuali, rispettivamente: il profilo valoriale, i livelli di Ragionamento Prosociale Morale ed i meccanismi di Disimpegno Morale. E’ stata indagata anche la correlazione delle scelte comportamentali con la tendenza alla prosocialità con finalità di controllo e non predittive.
I risultati hanno evidenziato che il comportamento di aiuto viene scelto con più probabilità dagli individui che possiedono valori appartenenti all’area dell’Auto-Trascendenza e che utilizzano il livello di ragionamento “internalizzato”, queste due determinanti del comportamento inoltre risultano tra loro correlate in maniera significativa. Viceversa il comportamento di aiuto viene scelto con meno probabilità dagli individui che si disimpegnano moralmente (presentano cioè valori medi più elevati negli items del Disimpegno Morale) e che utilizzano il livello di ragionamento “edonistico”. La ricerca mostra inoltre una correlazione significativa fra il livello di ragionamento “Orientato all’approvazione” e il Disimpegno Morale. Per quanto concerne il Disimpegno Morale, inoltre, gli scenari impiegati sembrano evidenziare il ricorso a questi meccanismi da parte delle persone, quando si ha contestualmente la comparsa del livello di ragionamento “Orientato al bisogno”, cioè quando nei dilemmi morali subentra tra gli spettatori la comparsa di un sentimento di compassione nei confronti della vittima; in questi casi infatti diventa dominante nella scelta da compiere considerare i bisogni dell’altro, i quali diventano prioritari rispetto ai propri. Questo sentimento di compassione contestualmente fa si, nel caso in cui l’individuo decida di non aiutare la vittima, che si debba disimpegnare moralmente per continuare a mantenere ai propri occhi una parvenza di integrità etica personale.
La ricerca, pertanto, ha permesso di evidenziare il ruolo fondamentale di alcuni fattori individuali sui quali possono essere pianificati diversi tipi di intervento finalizzati a renderli maggiormente salienti negli individui che operano all’interno delle organizzazioni. Questi interventi possono infatti promuovere, in situazioni analoghe o simili a quelle dei dilemmi morali impiegati nella ricerca, dei comportamenti di aiuto che possono, non solo supportare la vittima diretta del mobbing, ma contrastare globalmente il diffondersi di questi fenomeni nelle organizzazioni, apportando contestualmente un beneficio a livello individuale ed organizzativo.

Cognitive processes control one's behaviors through self-reinforcement or self-punishment and self-evaluation. The present study is designed to provide a deeper understanding on how one's self-formulated strategy for adapting in diverse situations can influence the relationship between one's inherent characteristics and one's perceived abilities. This study will examine how both internal and external factors work together in constructing human behaviors, particularly how personality, self-regulation and self-efficacy relate with one another. 300 adults will be gathered to participate in this research. Findings in this study will provide implications for the importance of clinical and educational intervention and programs to guide and form individuals to embody an ideal personality and by boosting essential psychological skills for effective functioning.

In the field of learning and development, Bandura's name is prominent due to his Social Cognitive Theory. He states that there are four kinds of cognitive processes that enable learning to take place: attentional, retention, motor-reprodctive, and motivational.

Resumo: O presente artigo aborda conceitos da autorregulação da aprendizagem e levanta algumas pesquisas sobre aprendizagem musical elaboradas a partir desse construto teórico. Este trabalho é fruto de nossa pesquisa de mestrado em música, que tem como objetivo investigar processos de aprendizagem musical em bandas de música. Espera-se com este artigo demonstrar e divulgar algumas possibilidades para pesquisas sobre aprendizagem musical que a autorregulação da aprendizagem oferece. Self-regulation of learning: possibilities for studies of musical learning Abstract: This article discusses self-regulation of the concepts of learning and raises some research on musical learning drawn from this theoretical construct. This work is the result of our research masters in music, which aims to investigate musical learning processes in music bands. It is hoped that this article demonstrate and disseminate some possibilities for research on musical learning that self-regulation of learning offers. Introdução A autorregulação da aprendizagem é um tema cada vez mais discutido na Psicologia Educacional (Boruchovitch, 2014). Os estudos acerca da consciência que os alunos possuíam sobre si mesmos durante os procedimentos psicológicos e atitudinais empregados na aprendizagem têm levado os investigadores a atribuírem as diferenças individuais de progresso dos alunos às formas diferenciadas que estes apresentavam para planejar, produzir e avaliar sua própria aprendizagem, ou seja, as formas como os alunos se autoagenciam—que em conjunto foram chamadas " processos de autorregulação da aprendizagem " (Zimmerman, 2002). Apesar disso Veiga Simão, Ferreira e Duarte (2012) explicam que não há uma definição consensual de " autorregulação da aprendizagem " , uma vez que as existentes variam de acordo com o interesse de pesquisa de seus autores. Por outro lado, as autoras observam que nas últimas décadas as discussões sobre autorregulação da aprendizagem têm " oferecido um quadro conceptual que enfatiza nomeadamente

Article from the paper given at the Birgitta Conference in Dartington 2015. It outlines ways in which devotional practices are transmitted from one charismatic figure like Birgitta of Sweden, first to her order, then to other mystics like Margery Kempe or Marina de Escobar.

O desenvolvimento da expertise instrumental demanda a mobilização de competências comportamentais, motivacionais, emocionais e cognitivas. Nessa direção, o constructo da autorregulação apresenta-se como uma alternativa às iniciativas investigativas e intervencionista no domínio da performance e educação musical. A autorregulação da aprendizagem diz respeito aos processos mobilizados por alunos para
direcionar seus pensamentos e ações para o alcance de metas, envolvendo uma postura autônoma e engajada no planejamento, monitoramento e avaliação dos desempenhos musicais. O presente texto apresenta um estudo de natureza teórica – orientado metodologicamente por uma ampla revisão da literatura – cujo
objetivo foi compreender as relações entre o desenvolvimento instrumental e a aprendizagem autorregulada, concebendo a autorregulação a partir de suas dimensões e subprocessos e indicando caminhos para a superação de alguns dos desafios da aprendizagem instrumental. Os resultados sugeriram duas contribuições centrais: (1) a exposição da “Abordagem Multidimensional da Autorregulação” voltada à aprendizagem da performance musical e (2) a aproximação sistemática dos constructos da “autorregulação” e “metacognição”
com base nos estudos de Albert Bandura (1991a) e John Flavell (1979). Vislumbramos a associação entre estes autores para fundamentar uma abordagem da autorregulação alinhada às especificidades da aprendizagem musical. Almejamos que as considerações aqui apontadas promovam a expansão das reflexões (bem como das
iniciativas científicas e educacionais) concernentes ao ensino e aprendizagem da performance musical.

La teoría de demandas y recursos laborales (Bakker & Demerouti, 2007) constituye en la actualidad un paradigma de gran importancia para explicar los procesos de motivación y salud ocupacional. En el presente estudio instrumental, se analizan las propiedades psicométricas de tres escalas validadas previamente en una muestra de estudiantes universitarios. Dichas escalas evalúan recursos personales generales, derivados de la teoría social cognitiva, relevantes al ámbito laboral: Escala de Apoyo Social Percibido, Escala de Expectativas de Resultados y Escala de Progreso en Metas. Para llevar a cabo la investigación, se conformó una muestra de 223 trabajadores argentinos. Se efectuaron análisis de validez de constructo y de criterio. Asimismo, la confiabilidad fue evaluada por medio de los coeficientes alfa y omega. Los resultados obtenidos apoyan la unidimensionalidad de las escalas, las relaciones teóricamente relevantes con las dimensiones del burnout, engagement, emociones positivas y satisfacción laboral, así como los indicadores de confiabilidad apropiados. Se discuten las implicancias prácticas de los hallazgos.

In recent years there has been an increased interest in understanding the cultivation of effective pastoral ministry. While much has been written on the dynamics of short-tenure, less attention has been devoted to the dynamics of long-tenure. Why do pastors stay and how do they perceive their efficacy is affected by this? In light of this gap, the purpose of this transcendental phenomenological study was to explore the lived experience of long-tenured senior pastors. Data was collected by a purposeful sampling of 10 participants and consisted of a combination of documentation, field notes and interviews. Data analysis utilized Moustakas’ methodology in order to develop a thick description of the phenomena, rich with data; with an eye toward what insights participants’ experiences could illume for pastoral education. In the final analysis the results of the study affirmed current research on the resiliency needed to achieve long-tenure in pastoral ministry and extended previous research through the discovery that participants understood the convergence of ministry, tenure and efficacy as cyclical process sustained by the interconnected experiences of fidelity to the pastoral call and the cultivation of authenticity in community.

School bullying is a complex social and relational phenomenon with severe consequences for those involved. Most children view bullying as wrong and recognize its harmful consequences; nevertheless, it continues to be a persistent problem within schools. Previous research has shown that children's engagement in bullying perpetration can be influenced by multiple factors (e.g., different forms of cognitive distortions) and at different ecological levels (e.g., child, peer-group, school, and society). However, the complexity of school bullying warrants further investigation of the interplay between factors, at different levels. Grounded in social cognitive theory, which focuses on both cognitive factors and social processes, this study examined whether children's bullying perpetration was associated with moral disengagement at the child level and with collective moral

This research had as a general goal to understand how musical learning occurs in a school band based on the musical learning strategies found in such a context. This study sought to broaden perspectives on music band beyond what happens in the time/space devoted to classes and rehearsals, identifying resources, actors and behaviors triggered during learning. The research sought to answer the following research questions: Where and with whom students learn? How do they organize themselves to learn? What resources are used to learn music? Why? How are they used? The theoretical reference adopted in the survey was the self-regulation of learning (Bandura, 1986, 2001, 2008; Zimmerman, 1998, 2000, 2005) according to social cognitive bias. The study was conducted in a school band music of a Federal Institute of Education, Science and Technology. This research was done through an qualitative study, with a design close to that of a case study, in which the collection was carried out through observations and interviews. 08 classes and 06 band practices were observed during three weeks and semi-structured interviews were conducted with 09 students and the teacher. Both the teacher and the students assume the teacher only teaches basic music content (embouchure, breath, fingering some notes and score reading) from which students continue learning on their own. The research results indicate that students and teachers attribute the responsibility for learning to the students themselves and students use various self-regulatory strategies to learn, among which qualitatively the main are conducting searches on the Internet, repetition of specific passages, practice of memorizing music and requesting help from the colleagues. An important point of this study was the finding that the teacher does not occupy a central role in student learning, being sought, generally only for the removal of some doubts and working mainly as a promoter of learning, which further highlighted the need of self-regulatory skills of learning by the students in such a context.

Saldaña, M. R. R., Del Prette, A., & Del Prette, Z. A. P. (2002). A importância da teoria da aprendizagem social na constituição da área do treinamento de habilidades sociais.  In: Guilhardi, H. J., Madi, M. B. B., Queiroz, P. P., & Scoz, M. C. (Orgs.), Sobre comportamento e cognição: Contribuições para a construção da teoria do comportamento (pp. 269-283). Santo André: ESETec.

A motivação do estudante é uma variável escolar sempre suscitada quando levamos em consideração o problema do sub-rendimento ou fracasso escolar. Diante do problema da desmotivação dos estudantes propusemos esta pesquisa que objetivou verificar como as estratégias de ensino utilizadas por professores do Ensino Médio influem no fenômeno da motivação dos alunos em relação à Matemática. Dentro desse contexto encontramos a Teoria Social Cognitiva, uma teoria do desenvolvimento construída por Albert Bandura nos anos 1950 e que pode ser utilizada para que compreendamos a motivação humana através das crenças de Autoeficácia do indivíduo. Tais crenças são fundamentais para prever o envolvimento de qualquer pessoa com determinada atividade a ser realizada. Sujeitos que possuem crenças de Autoeficácia bem desenvolvidas terão maiores chances de êxito quando a atividade a ser realizada exigir esforço – fator indispensável para o aprendizado de qualquer pessoa. Assim, este estudo teve como objetivo verificar quais estratégias motivacionais os professores de Matemática usam em sala de aula, analisando-as sob a ótica da Teoria da Autoeficácia de Bandura. Buscamos essa compreensão através de uma pesquisa bibliográfica que indicasse quais os principais resultados sobre estratégias práticas para desenvolvimento das crenças de Autoeficácia nos estudantes e também, através de uma pesquisa de campo realizada em sala de aula, acompanhando dois professores. Em nossa metodologia utilizamos observações e videogravações para obter os dados sobre como os professores motivavam seus alunos. Desse modo, acompanhamos dois professores, de escolas distintas, durante aproximadamente cinco meses, sendo destinados oito encontros com cada professor – quatro apenas observando e quatro filmando suas aulas. Obtivemos, aproximadamente, doze horas de material gravado, cujos principais trechos foram transcritos. Os resultados apontam que os professores utilizavam estratégias motivacionais que envolviam cada tipo de fonte de Autoeficácia, havendo uma maior atenção às experiências de êxito e estados fisiológicos, em comparação às persuasões verbais e experiências vicárias. Finalizamos a presente pesquisa ressaltando a importância de o professor ter uma visão integral e humana de seus alunos, instigando a construção de fortes crenças de Autoeficácia nos mesmos, com benefício direto para o processo de ensino-aprendizagem.


Palavras-chave: Aprendizagem. Autoeficácia. Ensino de Matemática. Motivação.

Este estudo propõe um olhar diferenciado para a inserção das tecnologias digitais no campo educacional, afastando-se da perspectiva técnica e aproximando-se da percepção de artefatos culturais imersos nos hábitos, nos costumes e nas crenças dos professores. As crenças pedagógicas funcionam como filtros dos pensamentos e ações dos professores, portanto esta investigação visa analisar a percepção das crenças de autoeficácia que os professores possuem para lecionar usando as tecnologias digitais. A pesquisa qualitativa foi desenvolvida em oito escolas municipais do Rio de Janeiro, entrevistando 64 professores, durante o período de 2014 a 2019. Os resultados demonstraram que a maioria dos docentes (63) utilizaram as tecnologias no âmbito pessoal, mas, ao verificar o uso delas no ambiente escolar, esse grupo diminuiu para 47. E apenas 17 desses profissionais conseguiram modificar suas práticas pedagógicas usando as TICs. Conclui-se que a autoeficácia computacional docente não representa uma confiança contínua, pois é influenciada por vários elementos e está em constante transformação.

Observasi mengenai kegiatan pembelajaran pada TK UMP. Observasi dilakukan untuk melihat metode pembelajaran apa saja yang digunakan guru dalam TK UMP saat mengajar dan bagaimana kaitannya dengan teori belajar yang dikemukakan oleh para ahli.