C.1.1.2 Social learning theory and its role in shaping behavior through observation (HL) Notes

Social Learning Theory

1. Individuals learn behaviours, attitudes, and consequences from others in their social environment.
2. Behaviours are acquired through observation and imitation.
3. Personality traits do not determine or restrict an athlete's potential due to social learning.

SLT’s Four Constructs

1. Personality structures are cognitive (involving awareness, thinking, learning, and judging). Four key constructs of Social Learning Theory (SLT) and personality:
   1. Competencies and skills – Knowledge and abilities.
   2. Beliefs and expectancies – Personal perceptions and predictions.
   3. Behavioural (evaluative) standards – Internal guidelines for actions.
   4. Personal goals – Aspirations and motivations.

A. Competencies and Skills

1. People judge personality based on how someone speaks or appears (e.g., seeming shy or outgoing).
2. Perception of others is influenced by self-competence.
   1. A person may appear introverted due to a lack of confidence in a task, not because they are naturally shy.
   2. Behavior is linked to actual skills and self-expectations of performance.

B. Beliefs and Expectancies

1. Beliefs → Relate to how the world is.
   1. Example: How well someone is performing in a team.
2. Expectancies → Relate to what an individual thinks will happen in the future.
   1. Example: What they expect regarding their role in the team.

C. Behavioral Standards

1. Mental standards → Used to judge the worth of a person, thing, or event.
2. Behavioural (evaluative) standards → Personal criteria for assessing one's own behavior.
3. Personal standards → Essential for motivation and performance.
4. Standards are a form of self-evaluation and emotional response:
   1. Satisfaction → When we meet our standards.
   2. Dissatisfaction → When we fail to meet our standards.
   3. This forms an internal guidance system, shaping behavior.
   4. Contrasts with behaviorist theory, which argues behavior is shaped by external environmental forces.

D. Personal Goals

1. Goal Identification & Realization → Essential for personality development and athletic improvement.
2. Awareness of Strengths → Athletes must recognize their abilities to maximize performance potential.Role of Sport Psychologists:
   1. Use performance profiling to assess an athlete’s strengths and weaknesses.
   2. Set personalized goals to challenge and enhance performance.

Social Cognitive Theory: Self-Efficacy

1. Strong correlation between self-efficacy and physical performance.
2. Increased self-efficacy leads to improved performance.
3. Defined as "confidence towards learning."
4. Difference Between Self-Efficacy & Self-Esteem:
   1. Self-efficacy → Belief in one's ability to achieve a task in a specific setting.
   2. Self-esteem → Overall self-worth and general evaluation of oneself.

How can self-efficacy be manipulated?

Four factors can increase self-efficacy:

1. Performance Accomplishments
2. Vicarious Experience
3. Persuasion
4. Physiological State

A. Performance Accomplishments

1. Focuses on athletes’ self-perception rather than imposed labels (e.g., extrovert/introvert).
2. Encourages self-reflection on what makes them effective.
3. Allows athletes to identify how to improve performance based on their ideal version of success.

B. Vicarious Experience

Positive Effects of VE

1. Training with high-achieving peers can inspire improvement.
2. Increases self-efficacy, but only if the observer believes they can also succeed.
3. Encourages skill acquisition and goal attainment in academics or sports.

Negative Effects of VE

1. Observing aggression → Can lead to imitation of undesirable behaviors (e.g., bullying).
2. Impressionable individuals may unthinkingly repeat negative social behaviors.
3. Highlights the need for careful application of VE to encourage positive outcomes.

C. Persuasion

1. Persuasion
   1. Verbal persuasion → Encourages action through words.
   2. Action-based persuasion → Influence from a high-status individual can be powerful.
   3. Example: Being inspired by a respected coach or role model.
2. Effectiveness of Persuasion
   1. Most impactful when used by the right person, at the right time, and in the right place.
   2. Self-persuasion is crucial for overcoming challenges.
3. Use of Imagery in Psychology
   1. Emotionally charged images can be used to motivate athletes in training.
   2. Helps regulate arousal before a performance (Morris & Summers, 1995).
4. Credibility in Persuasion
   1. Like vicarious experience (VE) and modelling, persuasion is most effective when it comes from a credible source.
   2. For self-efficacy, persuasion should be positive, not critical.

D. Physiological State

Three Dimensions of Attention

1. Concentration (Effortful Awareness)
   1. Ability to focus on key information.
   2. Example: A basketball player listening intently to their coach’s instructions during a timeout.
2. Selective Attention
   1. Ability to filter out distractions and focus on relevant cues.
   2. Example: Ignoring a loud crowd while concentrating on the coach’s strategy.
3. Divided Attention (Multi-Tasking Ability)
   1. Ability to coordinate multiple tasks at once.
   2. Example: Checking the scoreboard while listening to the coach’s instructions.