Abstract
Many theories have been proposed over the years to explain human behavior. The basic conceptions of human nature they adopt and the causal processes they postulate require careful examination for several reasons. What theorists believe people to be determines which aspects of human functioning they explore most thoroughly and which they leave unexamined. Conceptions of human nature thus focus inquiry on selected processes and are in turn strengthened by findings of paradigms embodying the particular view. For example, theorists who exclude the capacity for self-direction from their view of human potentialities confine their research to external sources of influence and indeed find that behavior is often influenced by extrinsic outcomes. Theorists who view humans as possessing self-directing capabilities employ paradigms that shed light on how people make causal contribution to their own motivation and action through the exercise of self-influence.
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References
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Bandura, A. Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall, 1977. (a)
Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1977, 84, 191–215. (b)
Bandura, A. The self system in reciprocal determinism. American Psychologist, 1978, 33, 344–358.
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Bandura, A. The psychology of chance encounters and life paths. American Psychologist, 1982, 37, 747–755. (c)
Bandura, A., & Cervone, D. Self-evaluative and self-efficacy mechanisms in the motivational effects of goal systems. Journal of Personality and Social Psychology, 1983, 45, 1017–1028.
Bandura, A., & Jeffery, R. W. role of symbolic coding and rehearsal processes in observational learning. Journal of Personality and Social Psychology, 1973, 26, 122–130.
Bandura, A., & Schunk, D. H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 1981, 41, 586–598.
Baron, A., Kaufman, A., & Stauber, K. A. Effects of instructions and reinforcement-feedback on human operant behavior maintained by fixed-interval reinforcement. Journal of the Experimental Analysis of Behavior, 1969, 12, 701–712.
Beck, A. T. Cognitive therapy and the emotional disorders. New York: International Universities Press, 1976.
Bower, G. H. Cognitive psychology: An introduction. In W. K. Estes (Ed.)., Handbook of learning and cognition. Hillsdale, N.J.: Erlbaum, 1975.
Bowers, K. S. Situationism in psychology: An analysis and a critique. Psychological Review, 1973, 80, 307–336.
Brewer, W. F. There is no convincing evidence for operant or classical conditioning in adult humans. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes. Hillsdale, N.J.: Erlbaum, 1974.
Bunge, M. The mind—body problem: A psychobiological approach. Oxford: Pergamon Press, 1980.
Cairns, R. B. (Ed.). The analysis of social interactions: Methods, issues, and illustrations. Hillsdale, N.J.: Erlbaum, 1979.
Carroll, W. R., & Bandura, A. The role of visual monitoring in observational learning of action patterns: Making the unobservable observable. Journal of Motor Behavior, 1982, 14, 153–167.
Dulany, D. E. Awareness, rules, and propositional control: A confrontation with S—R behavior theory. In T. R. Dixon & D. L. Horton (Eds.), Verbal behavior and general behavior theory. Englewood Cliffs, N.J.: Prentice-Hall, 1968.
Endler, N. S., & Magnusson, D. (Eds.). Interactional psychology and personality. Washington, D.C.: Hemisphere, 1976.
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Meichenbaum, D. H. Cognitive-behavior modification: An integrative approach. New York: Plenum Press, 1977.
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Snyder, M. On the self-perpetuating nature of social stereotypes. In D. L. Hamilton (Ed.), Cognitive processes in stereotyping and intergroup behavior. Hillsdale, N.J.: Erlbaum, 1981.
Sukemune, S., Haruki, Y., & Kashiwagi, K. Studies on social learning in Japan. American Psychologist, 1977, 32, 924–933.
Thelen, M. H., & Rennie, D. L. The effect of vicarious reinforcement on imitation: A review of the literature. In B. H. Maher (Ed.), Progress in experimental personality research (Vol. 6 ). New York: Academic Press, 1972.
Thomas, E. A. C., & Malone, T. W. On the dynamics of two-person interactions. Psychological Review, 1979, 86, 331–360.
von Cranach, M., Foppa, K., Lepenies, W., & Ploog, D. (Eds.). Human ethology: Claims and limits of a new discipline. Cambridge, England: Cambridge University Press, 1979.
Zimbardo, P. G., Ebbesen, E. B., & Maslach, C. Influencing attitudes and changing behavior. Reading, Mass.: Addison-Wesley, 1977.
Bandura, A. Principles of behavior modification. New York: Holt, Rinehart & Winston, 1969.
Bandura, A. Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall, 1977. (a)
Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1977, 84, 191–215. (b)
Bandura, A. The self system in reciprocal determinism. American Psychologist, 1978, 33, 344–358.
Bandura, A. Self-efficacy mechanism in human agency. American Psychologist, 1982, 37, 122–147. (a)
Bandura, A. The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 1). Hillsdale, N.J.: Erlbaum, 1982. (b)
Bandura, A. The psychology of chance encounters and life paths. American Psychologist, 1982, 37, 747–755. (c)
Bandura, A., & Cervone, D. Self-evaluative and self-efficacy mechanisms in the motivational effects of goal systems. Journal of Personality and Social Psychology, 1983, 45, 1017–1028.
Bandura, A., & Jeffery, R. W. role of symbolic coding and rehearsal processes in observational learning. Journal of Personality and Social Psychology, 1973, 26, 122–130.
Bandura, A., & Schunk, D. H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 1981, 41, 586–598.
Baron, A., Kaufman, A., & Stauber, K. A. Effects of instructions and reinforcement-feedback on human operant behavior maintained by fixed-interval reinforcement. Journal of the Experimental Analysis of Behavior, 1969, 12, 701–712.
Beck, A. T. Cognitive therapy and the emotional disorders. New York: International Universities Press, 1976.
Bower, G. H. Cognitive psychology: An introduction. In W. K. Estes (Ed.)., Handbook of learning and cognition. Hillsdale, N.J.: Erlbaum, 1975.
Bowers, K. S. Situationism in psychology: An analysis and a critique. Psychological Review, 1973, 80, 307–336.
Brewer, W. F. There is no convincing evidence for operant or classical conditioning in adult humans. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes. Hillsdale, N.J.: Erlbaum, 1974.
Bunge, M. The mind—body problem: A psychobiological approach. Oxford: Pergamon Press, 1980.
Cairns, R. B. (Ed.). The analysis of social interactions: Methods, issues, and illustrations. Hillsdale, N.J.: Erlbaum, 1979.
Carroll, W. R., & Bandura, A. The role of visual monitoring in observational learning of action patterns: Making the unobservable observable. Journal of Motor Behavior, 1982, 14, 153–167.
Dulany, D. E. Awareness, rules, and propositional control: A confrontation with S—R behavior theory. In T. R. Dixon & D. L. Horton (Eds.), Verbal behavior and general behavior theory. Englewood Cliffs, N.J.: Prentice-Hall, 1968.
Endler, N. S., & Magnusson, D. (Eds.). Interactional psychology and personality. Washington, D.C.: Hemisphere, 1976.
Flavell, J. H. Metacognitive development. In J. M. Scandura & C. J. Brainerd (Eds.), Structural/process theories of complex human behavior. Alphen a. d. Rijn, The Netherlands: Sijthoff and Nordhoff, 1978.
Hicks, D. J. Girls’ attitudes toward modeled behaviors and the content of imitative private play. Child Development, 1971, 42, 139–147.
Lazarus, R. S., & Launier, R. Stress-related transactions between person and environment. In L. A. Pervin & M. Lewis (Eds.), Perspectives in interactional psychology. New York: Plenum Press, 1978.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. Goal setting and task performance: 1969–1980. Psychological Bulletin, 1981, 90, 125–152.
Meichenbaum, D. H. Cognitive-behavior modification: An integrative approach. New York: Plenum Press, 1977.
Midgely, M. Beast and man: The roots of human nature. Ithaca, N.Y.: Cornell University Press, 1978.
Neisser, U. Cognition and reality: Principles and implications of cognitive psychology. San Francisco: Freeman, 1976.
Patterson, G. R. The aggressive child: Victim and architect of a coercive system. In E. J. Mash, L. A. Hamerlynck, & L. C. Handy (Eds.), Behavior modification and families. New York: Brunner/Mazel, 1976.
Rosenthal, T. L. Cognitive social learning theory. In N. S. Endler & J. McVicker Hunt (Eds.), Personality and the behavior disorders (rev. ed.). New York: Wiley, 1984.
Rosenthal, T. L., & Zimmerman, B. J. Social learning and cognition. New York: Academic Press, 1978.
Sarason, I. G. Anxiety and self-preoccupation. In I. G. Sarason & C. D. Spielberger (Eds.), Stress and anxiety (Vol. 2 ). Washington, D.C.: Hemisphere, 1975.
Schneider, D. J., Hastorf, A. H., & Ellsworth, P. C. Person perception ( 2nd ed. ). Reading, Mass.: Addison-Wesley, 1979.
Skinner, B. F. About behaviorism. New York: Knopf, 1974.
Snyder, M. Seek, and ye shall find: Testing hypotheses about other people. In E. T. Higgins, C. P. Herman, & M. P. Zanna (Eds.), Social cognition: The Ontario symposium on personality and social psychology (Vol. 1 ). Hillsdale, N.J.: Erlbaum, 1980.
Snyder, M. On the self-perpetuating nature of social stereotypes. In D. L. Hamilton (Ed.), Cognitive processes in stereotyping and intergroup behavior. Hillsdale, N.J.: Erlbaum, 1981.
Sukemune, S., Haruki, Y., & Kashiwagi, K. Studies on social learning in Japan. American Psychologist, 1977, 32, 924–933.
Thelen, M. H., & Rennie, D. L. The effect of vicarious reinforcement on imitation: A review of the literature. In B. H. Maher (Ed.), Progress in experimental personality research (Vol. 6 ). New York: Academic Press, 1972.
Thomas, E. A. C., & Malone, T. W. On the dynamics of two-person interactions. Psychological Review, 1979, 86, 331–360.
von Cranach, M., Foppa, K., Lepenies, W., & Ploog, D. (Eds.). Human ethology: Claims and limits of a new discipline. Cambridge, England: Cambridge University Press, 1979.
Zimbardo, P. G., Ebbesen, E. B., & Maslach, C. Influencing attitudes and changing behavior. Reading, Mass.: Addison-Wesley, 1977.
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Bandura, A. (1985). Model of Causality in Social Learning Theory. In: Mahoney, M.J., Freeman, A. (eds) Cognition and Psychotherapy. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-7562-3_3
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DOI: https://doi.org/10.1007/978-1-4684-7562-3_3
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