Bandura
Competitiveness in Children
Quantitative theories and Qualitative themes
Focus for Research
 In light of Bandura’s model of aggression and
self-regulation, can a qualitative study of an
adolescent male’s personal account of
competition reveal themes that are similar to
the theories of Bandura’s years of research in
development psychology?
 A qualitative study is set up very different than
behavioral studies like Bandura’s, but could
reveal many of the same horizons of
competition, aggression, and self-regulation.
Hypothesis
 The themes that emerge through
a qualitative study of an
experience of competition will
shed specific light on the general
theories of Bandura, arrived at
through quantitative study.
Bandura Biography
 1925- Born in Alberta, Canada
 University of British Colombia-Accidental
Psychology Major
 University of Iowa-Clinical Psychology
 Taught at Stanford University (aggression and
social learning)
 1959-Wrote Adolescent Aggression
 Became Fellow for both APA (also President of)
and Center for Advanced Study in the Behavioral
Sciences
Bandura Terms
 Social Learning Theory
 Aggression
 Modeling (Abstract Modeling)
 Self regulation
 Socialization
 Self-Efficacy
 Observational Learning Process
Bandura Theories
 Social Learning Theory
In social situations we learn much more
rapidly by observing the behavior of
others. These others are called models.
"Learning would be exceedingly laborious, not to mention hazardous, if
people had to rely solely on the effects of their own actions to inform them
what to do. Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information
serves as a guide for action." –Bandura, Social Learning Theory (1977)
Bandura Theories
 Observational Learning Process:
-Attentional Process
-Retention Process
-Motor Reproduction Process
-Reinforcement and Motivational Process
 Socialization- Process by which societies
induce their members to behave in socially
acceptable ways
“All cultures seem to try to teach their members when it is
acceptable to express aggression. It also is likely that all
cultures try to teach people certain modes of cooperation,
sharing, and helping. Aggression and cooperative behavior,
then, are “targets” of socialization in all cultures.” -Crain p. 201
Bandura Theories
 Aggression
-A matter of operant conditioning
-BoBo doll: aggression-rewarded, aggressionpunished, no-consequences
 Abstract Modeling
-Children induce the general rules or principles
underlying particular behaviors, and they then
use these rules to generate entirely new behavior
on their own
Bandura Theories
 Self Regulation
-evaluation of own performance
-setting of goals and self rewarding for
achievement
 Self Efficacy- When we feel we are good at
something, we work hard at it despite setbacks.
When we doubt our abilities we are more likely to
work less energetically and more likely to give up
when we encounter setbacks.
Bandura and Competition
 Criticizes standard school practices of ranking
and competitive grading.
 Suggests it is better for children to work
cooperatively and judge their work according to
their own progress.
 Bandura considers modeling influences less
powerful than successful performances
 Self-motivated learning
 Self-efficacy
Research Questions
 Does Bandura’s model of adolescent aggression
and societally appropriate behavior come about in
a qualitative experiential account of a competitive
situation?
 Will horizons that arise through Giorgi’s method of
qualitative analysis of an experiential account of
competitiveness be in line with Bandura’s
quantitative research into adolescent aggression
and self-regulation?
 Will aspects of Bandura’s social learning theory
reveal themselves through a phenomenological
analysis of a experiential account of competition.
Method
 Phenomenological Qualitative Research
Gorgi’s Method- Meaning Units
Garza’s “Twist”- Thematic Moments
 Ask Co-researcher to record an experience
according to explication guided questions.
 Read and Re-read data collected.
 Follow-up with clarification questions.
 Pick out moments in the data.
 Analyze moments for themes and horizons of
the meaning of experience as related to this
specific experience.
 Create and idiographic thematic narrative.
Co-researcher
 14 year old boy
 E-mailed the initial questions and
responded.
 Then e-mailed follow up questions and
responded again.
 Did not seem to misunderstand the
questions.
Data
 The data here is broken into moments
and analyzed.
 DATA
Themes
 Competence
-belief in ability to build a better boat
-confidence that he is smarter than group
 The other
-other crew members (Jon), other schools, school history
 Sizing-up
- He knows the Jon’s idea will fail. He know that his school
has always been better
 Hierarchy
-places himself as the smartest and as their boat as the
fastest
 Outcome oriented
Cross-over:
Themes and Theories
 Competence and self-efficacy
 Outcome-oriented and Self-regulation
 The other and socialization
 Hierarchy and Aggression
Conclusion
 There is common ground among qualitative and
quantitative research when it comes to more
complex topics like competition.
 While qualitative psychology is not as
generalizable, it does better get at the why and
the meaning of an experience.
 Bandura’s theories were very helpful in
understanding and analyzing the moments
found in the data from the early adolescent boy.
Solution
 Qualitative research as well as
quantitative research would be best
used if psychologists could find a
way in which both can be used to
study certain topics, especially
experiential ones like
competiveness.