Cognitive Approaches To Learning Emphasise More On The Process Of Learning

Cognitive approaches to learning emphasise more on the process of learning than on the outcome. This means that the process of questioning, reviewing, discussing and other strategies of learning and engaging are important for acquiring knowledge.If he had given me feedback during the classes on what I did to accomplish what I learnt or how I got the answers, it would have lited up my though process and makes me believe that the process of learning is equally important to the product of learning. this puts focus on the learning process and not just obtaining the correct answer all the time.

Grouping me with students who has high ability in graphics made me believe just one thing: it is either you are born with the ability to visualise or you

Bandura, is one of the principal founders of self efficacy theory which defines self efficacy as “ people’s judgements of their capabilities to organise and execute courses of actions required to attain designated types of performance” (Bandura, 1986, p. 391).banduras theory simply means that people work harder and stay motivated in issues they believe they are good at. It has nothing to do with inborn, inherent traits. It is a self evaluation that one makes about his/her personal competence to achieve a particular target. Both self efficacy and attributions have direct influence on intrinsic motivational levels. They affect expectations of success that we set and out future learning behaviour. For example, in relation to my case study, since I succeeded a difficult task after putting in enormous effort, I judge myself as less capable at this. We assess our self efficacy based on four sources : past experience, encouragement, physiological cues and modelling effects . (Dale Schunk, 1991). Similar to attribution

on the other hand, if the learner does not value the goal of the teacher, it is unlikely that they will put in effort and enthusiasm in the lesson. This is precisely what happened to me in the case study. However, even though my initial self efficacy was low, I rose up to the challenge as I gained futher knowledge into the subject matter. And my positive attitude made my level of self efficacy rise. My peers provided the persuasion that I had the ability to succeed. This initial encouragement from peers increased my level of commitment towards the task and progress towards a goal. This in turn increase the self efficacy in my learning for graphics. As my peers provided me with feedback on my progress my self efficacy with increased and validated. As my self efficacy increased, the amount of hard work I put in in creased and I became more persistent to succeed. My skills in graphics improved by leaps and