Social learning theory and scholastic performance

Abstract

The importance of the emergence of cognitive behavioural modification paradigms is discussed with specific reference to social learning theory and the reciprocally determining interaction of intrapersonal factors, behaviour and environmental influences. Examination of the literature regarding self-regulatory processes revealed that the relative efficacy of self-reinforcement to external reinforcement has not been demonstrated unequivocally. Based on research which has pointed to the need for matching subject variables with treatment regimens, a reinforcement style (self- or external) Z locus of control Z age multivariate experimental design was employed to assess the effects of these variables on task performance. The 2 x 2 x 2 AHOVA’s revealed that matching reinforcement style with locus of control attribution enhanced task accuracy measures, but did not influence task persistence. These results conflict with /ions studies and are in some contradiction to the social learning theory position which emphasises the motivational function of self reinforcement. Possible reasons for these results are given, indicating the mitigating effects of direct feedback as to performance accuracy on task persistence. The role of classroom environment