1. The document discusses problem-based learning and issues Mr. Wong faces in his classroom where students lack respect and discipline. 2. It covers learning theories including observational learning, social cognitive theory, self-determination theory, and self-efficacy which can help analyze the classroom problems and propose solutions. 3. Key solutions proposed are motivating students intrinsically through goal-setting, positive reinforcement, and building their competence and self-belief rather than relying on punishments or extrinsic rewards.

1. Problem-Based Learning
Educational Psychology

2. Learning Objectives
Behavior modeling in classroom
Self-determination and social cognitive
theory
Self-efficacy
Rewards and punishments
Alternatives to punishments

3. Video Presentation

4. Questions?

5. Problem Analysis

6. Problem Identification
Students
Lacked respect for Mr Wong
Oblivious to Mr Wong’s
presence
Lacked sense of urgency
Peer influence
Took advantage of Mr Wong

7. Problem Identification
Mr Wong
Lacked respect from
students
Lacked classroom
management skills
Lacked fairness in his
treatment with students

8. the expert says...
Modeling is a generic term in social cognitive
theory (Bandura, 1986) that refers to
psychological changes (e.g. changes in thought,
action, attitude and emotion) that can occur
when a learner observes one or more models
(Rosenthal & Bandura, 1987)

9. 4 types of observational
learning
Modeling Effect Eliciting Effect
Identical imitation Similar imitation but not
identical
Disinhibitory Effect
Inhibitory Effect
Proceed with behavior
after observing another Refrains from behavior
person not punished for after observing someone
that behavior being punished for the
behavior

10. the expert says...
In the social cognitive view, people are neither driven
by inner forces nor automatically shaped and
controlled by external stimuli. Rather, human
functioning is explained in terms of a model of a
triadic reciprocality in which behavior, cognitive and
other personal factors, and environmental events all
operate as interacting determinants of each other
(Bandura, 1986)

11. we say...
Mr Wong did not assert enough authority in
class and is not an exemplary role model to the
students
Kevin’s undesirable behavior could be inspired
from external media and is thus an eliciting
effect of observational learning
Seeing no follow-up action from Mr Wong, the
class turned rowdy. This is said to be an
disinhibitory effect

12. we say...
Mr Wong did not understand the pitfalls of
accidental modeling
Kevin was receiving reinforcement when Mr
Wong offered him a deal
Mr Wong’s decision to ignore the behavior in
class is a result of accidental modeling

13. Observational Learning
Processes
Attention
Allows observer to determine what is relevant or
irrelevant in observational learning
Retention
In order to perform a modeled behavior, the
student must be able to form a cognitive version of
the model’s behavior

14. Observational Learning
Processes
Attention
Allows observer to determine what is relevant or
irrelevant in observational learning
Retention
In order to perform a modeled behavior, the
student must be able to form a cognitive version of
the model’s behavior

15. Observational Learning
Processes
Production
Production processes are influenced by physical
capabilities followed by self observation and
feedback of the performance
Motivation
Direct, self and vicarious reinforcement

16. Observational Learning
Processes
Production
Production processes are influenced by physical
capabilities followed by self observation and
feedback of the performance
Motivation
Direct, self and vicarious reinforcement

17. Teachers as Models
A competent teacher must not only show
enthusiasm in the subject but must also
connect with the students at a personal level
However...
it may be insufficient

18. Teachers as Models
A competent teacher must not only show
enthusiasm in the subject but must also
connect with the students at a personal level
However...
it may be insufficient

19. we say...
1. Start the lesson off gently
2.Be aware of the students’ concerns and
worries
3.Think from the students’ point of view
4.Most importantly, set a realistic goal for the
whole class to achieve

20. Self-Determination
Theory
States that everyone
has a need for
Autonomy (deCharms,
1986; Deci, 1975),
Competence (Harter,
1978; White, 1963) and
Relatedness (Baumeister
& Leary, 1995; Reis,
1994)

21. Self-Determination
Theory
States that everyone
has a need for
Autonomy (deCharms,
1986; Deci, 1975),
Competence (Harter,
1978; White, 1963) and
Relatedness (Baumeister
& Leary, 1995; Reis,
1994)

22. Competence
ability to effectively perform the behavior
person feels competent when he receives
feedback
Kevin may be a poor achiever, thus explaining
his laid-back attitude in class. E.g. sleeping
the “why bother” attitude
“I’m already lousy, so why put in effort?”

23. Relatedness
The need to feel a sense of belonging and
connectedness with others
Secure relational base = Higher self-
determination
Kevin cannot relate to the teacher or the
lessons
leads to no ownership of studies
indifferent attitude

24. Social Cognitive Theory
P(ersonal)
E(nvironment) B(ehavior)
Adapted from M.E. Bell-Gredler. Learning and Instruction.
New York: Macmillan, 1986, p240

25. Social Cognitive Theory
Environment Personal Behavior
social and physical person’s perception actions taken
of time, physical
features and activities
Kevin is more likely to pay attention (behavior)
in class if he enjoys (personal) English lessons
and if Mr Wong encourages him (environment).

26. Self-Efficacy
makes a difference belief in one’s ability
to how individuals to reach a particular goal
feel, think and behave
“the belief of being able to
control challenging environment
demands by means of taking
adaptive action”

27. 4 major processes
Cognitive
Motivational
Affective
Selection

28. Cognitive
High Self-Efficacy
higher goal sets and
commitment
demonstrate good
analytical thinking
strong resilience when
faced with challenges

29. Cognitive
Low Self-Efficacy
visualize failure
scenarios

30. Motivational
“Strength of motivation
is governed jointly by
the expectation that
particular action will
produce specified
outcomes and the value
placed on those
outcomes.”

31. Affective
1) Can exercise control
over potential threats
2) Cope with emotional
states
3) Do not come up with
apprehensive
cognitions

32. Selection
People tend to avoid environment which they
believe is too much for them to handle
Environment is important as it creates a
direction towards personal development
If an individual constantly selects easy tasks,
over time, there will be low motivation.

33. What are the factors?
Experience
Modeling (Vicarious Learning)
Social persuasions
Physiological factors

34. Raising Self-Efficacy
Be specific with compliment to students on
abilities they have developed
Encourage them to believe in their
capabilities
Provide constructive feedback
Use models within the class
Chart the growth and development

35. Punishment
Remove awkward,
dangerous and unwanted
behavior
Assumption: person
punished is less likely
behave the same way
again
Fact: punished behavior
is likely to return after
withdrawing punishment

36. Ways to conceal
punishable behavior
Fantasying/Dreaming
Sublimate: engage in
behavior that’s rather
similar to reinforcing
effects but is not
punishable
Direct punishable
behavior towards things
that cannot be punished

37. Problem
The students are
motivated extrinsically
and not intrinsically
(E.g. removal of
homework)
This leads to students
becoming
I. materialistic
II.unmotivated

38. Problem
The students are
motivated extrinsically
and not intrinsically
“Self-rewarded
(E.g. removal of
behavior tends to be
homework)
maintained more effectively
than if it has been
This leads to students
externally reinforced.”
becoming
I. materialistic
II.unmotivated

39. Bandura’s Theory
“If actions were determined solely by
external rewards and punishments, people
would behave like weathervanes, constantly
shifting in different directions to conform
to the momentary influences impinging on
them. They would act corruptly with
unprincipled individuals and honorable with
righteous ones.”

40. Solution
Motivate the class by
helping in goal setting
Help discover students
discover their
strengths and
weaknesses
This results in long-
term motivation

41. Problem
Rewards were
introduced in the
wrong manner
The teacher is
sending out a signal
that “if you don’t
sleep in class, I’ll not
give you homework.”

42. Skinner’s Theory
Students should be rewarded
for doing a good deed,
and ignored for doing bad.

43. Solution
Mr Wong should have
punished Kevin
anyway
In this situation, his
ignoring had backfired
and gave the students
the impression that
he doesn’t care and it
doesn’t matter.

44. Alternatives to
Punishments
Letting subject
perform undesired
response until it is
sick of it

45. Alternatives to
Punishments
Letting subject
perform undesired
response until it is
sick of it
Wait for the child to
outgrow it

46. Alternatives to
Punishments
Letting subject
perform undesired
response until it is
sick of it
Wait for the child to
outgrow it
Let time pass

47. “The best way to stop
an undesirable habit
is by ignoring it.”

48. “The best way to stop
an undesirable habit
is by ignoring it.”

49. References
B R Hergenhann, H Olson Matthew, “An introduction to theories of learning”,
7th edition, p. 85
Judy Cameron & W. David Pierce, Rewards and Intrinsic Motivations:
Resolving the Controversy.
Ann Gillard, Ph.D. Student, Self Determination Theory, Texas A&M
University
Rhett Diessner and Stacy Simmons (editors), Notable Selections in Educational
Psychology. USA: Mc Graw Hill,2000
B.R. Hergenhahn and Matthew H. Olson (2001), An Introduction to Theories of
Learning (sixth edition), New Jersey: Prentice- Hall
Albert Bandura (1992) and Ralf Schwarzer (editor), Self-efficacy- Thought
Control of Action, Taylor and Francis

50. References
B.F Skinner (1971), “Beyond freedom and dignity”, Hackett Publishing Co
Meghan H. McDonough & Peter R.E. Crocker, The Role of Relatedness in
Physical Activity Motivation, Behaviour, and Affective Experiences: A Self-
Determination Theory Perspective, The University of British Columbia
Richard M. Ryan & Edward L. Deci, 2000, Self-Determination Theory and the
Facilitation of Intrinsic Motivation, Social Development, and Well-Being,
University of Rochester
http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/
Interpersonal%20Communication%20and%20Relations/
Social_cognitive_theory.doc/
http://www.idea.org/page110.html
http://www.gifted.uconn.edu/siegle/SelfEfficacy/section0.html