Hi Madgi.

I think that I have already answer to your question regarding the incorporation of Bandura’s (1977, 1986) thinking into your psycho-educational program.

As I see it, Bandura’s (1977) social learning theory and his more recent social cognitive theory (1986) is mainly focused on 6 variables or processes. Each variable or process plays an important role in any psychoeducational program.

(1) Attention. No educational program will be effective if pupils are not attentive, for example, to what their teachers try to teach them.

(2) Retention. Attention is necessary, but not sufficient in that pupils can pay attention to their teachers’ lessons, but make no effort to retain what the teachers intend to teach them.

(3) Production. Attention and retention are necessary, but not yet sufficient for the target program to be effective. This means that other processes have to be taken into account. Production is other of these processes. Consider the case of a teacher who tries to teach the concept of proportionality to, say, an 8-year-child. However much the child pays attention and makes efforts to retain what his/her teacher intends to teach him/her, the child has no capacity to grasp and reproduce the referred to concept of proportionality.

(4) Motivation. Let us imagine that an individual is able to solve proportionality problems. Even so, s/he may not solve them because s/he is not motivated to solve such problems

(5) Outcome expectancies.  This is an example of motivation. For example, if an individual, who is capable of solving proportionality problems, anticipates positive or rewarding consequences of solving such problems (e.g., to get good marks at school), it is likely that s/he really solves the problems.  However, the most important variable in Bandura’s thinking is self-efficacy.

(5) Self-efficacy refers to what extent an individual believes that s/he is capable or not of performing well on a certain task (e.g., to have goods marks at mathematical problems at school).

As I see it, your psychoeducation program should also take into account E. Deci’s theory of self-determination. The central core of this theory is its distinction between intrinsic and extrinsic motivation, a distinction that, I believe, does not exist In Bandura’s thinking. Of course, an intrinsically-motivated individual performs better than an extrinsically-motivated individual. When pupils study because they are afraid of being punished by their parents if this were not the case, those pupils are extrinsically motivated. If they study because they want to be excellent pupils and contribute to the well-being of their own or even other countries, they are intrinsically motivated.

Based on the preceding consideration, I think that the more your psychoeducational program combines Bandura’s thinking with Deci’s oeuvre the more it is likely to be a good psychoeducational program.

As a developmental psychologist, I use to say that the individual’s development is much dependent upon three parameters:  love, action, and context. John Bowlby was wonderful in showing how lack of love is detrimental to any subject whoever. Jean Piaget showed unambiguously that the individual’s actions upon the objects and his/her interactions with other individuals are indispensable for his/her psychological development. Urie Bronfenbrenner was able to show how the individual’s development depends upon the several contexts or systems (e.g., microsystem, macrosystem, chronosystem) in which they live. 

  hope I have got your question and that this helps.

 Best regards

Orlando

WoW Orlandao! Your response was really concise and on target. Thank you for clarifying the use of SCT in this educational context.

Debra

 Dear Lourenco :  

first, I really appreciate your comments , now I 've got a clear vision for applying  both SLT and SCT. I asked this question again ,but in a different way , because I'm was confusing, in summaries these theories in psychoeducation program, when I was drawing  a ( Figure) .and making a Map.

Thank you again , and have a good weekend.

Warm Regards

Majdi

Another critical element is the learner's individual value attributed to any outcome or even in the context or task itself.  Many intrinsically motivated learners simply do not value what they are learning or dislike the teacher, classroom context, or even the level of effort required.  When this value dimension is not assessed, important variance is missed.

Dear Barbara :

Thank's for your comments , I will take it into consideration .

Warm Regards

Majdi

Also consider looking at Piaget, Erickson and Vygotsky you will find very valuable information to incooperate.