who ran a race. They illustrated through their results that students who were with more running experience reported significantly higher “experientially-primed” levels of self-efficacy and desire to participate in physical activity compared to the students who were more in good physical condition (Beauchamp et “genetically-primed” al., 2011, p. 12). Self-Efficacy and the Social Cognitive Theory Albert 1963 described three important social learning theory Bandura’s influences on learning: imitation, reinforcement patterns, and self-control . In 1986, Bandura renamed the social learning theory, (SCT) by adding the social cognitive theory construct of SCT (Bandura, 1986) has a core set of determinants through Self-Efficacy. which knowledge and information is transferred into practice. The theory has nine constructs (Bandura, 2004) which support the application to andragogical learning. The nine constructs are: Knowledge-learning facts and gaining insights related to an action, idea, object, person, or situation. Outcome Expectancies-anticipation of the probable outcomes that would ensue as a result of engaging in the behavior under discussion Outcome Expectations-value a person places on the probable outcomes that result from performing a behavior. Situations Perception-how one perceives and interprets the environment around oneself. Environment-physical or social circumstances or conditions that surround a person
who ran a race. They illustrated through their results that students who were “experientially-primed” with more running experience reported significantly higher levels of self-efficacy and desire to participate in physical activity compared to the students who were more “genetically-primed” in good physical condition (Beauchamp et al., 2011, p. 12). Self-Efficacy and the Social Cognitive Theory Albert Bandura’s 1963 social learning theory described three important influences on learning: imitation, reinforcement patterns, and self-control . In 1986, Bandura renamed the social learning theory, social cognitive theory (SCT) by adding the construct of Self-Efficacy. SCT (Bandura, 1986) has a core set of determinants through which knowledge and information is transferred into practice. The theory has nine constructs (Bandura, 2004) which support the application to andragogical learning. The nine constructs are: Knowledge-learning facts and gaining insights related to an action, idea, object, person, or situation. Outcome Expectancies-anticipation of the probable outcomes that would ensue as a result of engaging in the behavior under discussion Outcome Expectations-value a person places on the probable outcomes that result from performing a behavior. Situations Perception-how one perceives and interprets the environment around oneself. Environment-physical or social circumstances or conditions that surround a person
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