Social Cognitivism, originally developed by Albert Bandura, continues to evolve as research deepens our understanding of how people learn through observation, imitation, and social interaction. In today’s digital and interconnected world, the principles of social cognitivism have expanded beyond traditional classroom settings to include online and virtual environments. Modern studies emphasize that learners are not passive recipients of information; instead, they actively construct knowledge by observing others, reflecting on feedback, and regulating their own behavior. The concept of self-efficacy a person’s belief in their ability to succeed remains central to this theory and is now recognized as a critical factor influencing motivation, resilience, and performance in both academic and professional contexts.

Recent updates in educational research also highlight the role of social media, collaboration tools, and online learning communities in shaping social learning. Platforms like group chats, discussion forums, and virtual classrooms serve as modern examples of Bandura’s observational learning, where individuals model behaviors, share experiences, and build confidence through social reinforcement. This reflects a shift toward collective learning, where success is achieved not only individually but through shared engagement and interaction.

However, contemporary social cognitivism also addresses new challenges, such as the influence of digital distractions, misinformation, and online social pressures on learning behaviors. Educators and researchers are now focusing on how to harness the positive aspects of digital social interaction while minimizing its risks. Overall, the updated view of social cognitivism underscores that learning is a social, emotional, and cognitive process that thrives on meaningful relationships, feedback, and self-regulation. By integrating technology with reflective and collaborative practices, educators can create environments that strengthen learners’ confidence, critical thinking, and capacity for lifelong learning staying true to Bandura’s vision in a modern, connected world.

References:

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Boston: Pearson Education.

Zimmerman, B. J. (2000). “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology, 25(1), 82–91.

Pajares, F. (2002). “Overview of Social Cognitive Theory and of Self-Efficacy.” Emory University. Retrieved from https://www.uky.edu/~eushe2/Pajares/eff.html