S-Social cognitive theories explain the social factors that influence the growth and development of children.
O-Observational learning is widely used in SCT theories like social learning theory, psychosocial theory, evolutionary development theory, life course theory, and psychodynamic theory.
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C-Cognitive development plays a key role in the well-being of a child, and this is elaborated by these theories.
I-Interaction is vital in SCT theories since social experiences shape an individual’s personality.
A-Anticipation of consequences is important since it illustrates the outcomes of the interrelationship of social factors with human thought and behavior (Winkielman et al, 2015).
L-Learning is also influenced by the environment and this is elaborated in behaviorism and social learning since it argues that human behavior is based on the influence of environmental stimuli (Aliakbari et al, 2015).
C-Continuity of behavior is illustrated in the life-course theory of development since it analyzes child growth from a social and cultural context of the individual over time (Leekam, 2016).
O-Outcome expectancy is a model that can be enabled by the amalgamation of these theories illustrates the nature of personality development in people.
G-Goal setting enables one to control the many factors that influence a child’s development as the social cognitive theories enables one to narrow down these variables and their effects.
N-Neurological models regarding child and personality development have been developed from these theories (Cook & Artino Jr, 2016).
I-Identification enables one to highlight the underlying factors that affect development of children (Leaper, 2015).
T-Theoretical foundations are also used to explain the social factors that lead to deviant behavior.
I-Imitativeness is the act of copying the behaviors a person sees physically and in the media (Hagger et al, 2017).
V-Vicarious learning explains how people learn the behaviors of others
E-Efficacy explains the degree to which one develops successfully.
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of education and health promotion , 4 .
Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education , 50 (10), 997-1014.
Hagger, M. S., Gucciardi, D. F., & Chatzisarantis, N. L. (2017). On nomological validity and auxiliary assumptions: The importance of simultaneously testing effects in social cognitive theories applied to health behavior and some guidelines. Frontiers in psychology , 8 , 1933.
Leaper, C. (2015). Gender and social ‐ cognitive development. Handbook of child psychology and developmental science , 1-48.
Leekam, S. (2016). Social cognitive impairment and autism: what are we trying to explain?. Philosophical Transactions of the Royal Society B: Biological Sciences , 371 (1686), 20150082.
Winkielman, P., Niedenthal, P., Wielgosz, J., Eelen, J., & Kavanagh, L. C. (2015). Embodiment of cognition and emotion.
