Theories_of_Personality 7th Ed Feist

Feist−Feist: Theories of

Personality, Seventh

Edition

V. Learning Theories 17. Rotter and Mischel:

Cognitive Social Learning

Theory

© The McGraw−Hill^527

Companies, 2009

value), plus her average expectancy of being reinforced for performing the required
series of behaviors (freedom of movement), equals her potential for pursuing the set
of required behaviors (need potential). A comparison of the basic (specific) predic-
tion formula and the generalized prediction formula is shown in Figure 17.1.
Rotter’s general prediction formula allows for people’s history of using simi-
lar experiences to anticipate present reinforcement. That is, they have a generalized
expectancyfor success. Rotter’s two most popular scales for measuring generalized
expectancies are the Internal-External Control Scale and the Interpersonal Trust
Scale.

Internal and External Control of Reinforcement

At the core of Rotter’s social learning theory is the notion that reinforcement does
not automatically stamp in behaviors but that people have the ability to see a causal
connection between their own behavior and the occurrence of the reinforcer (Rotter,
1954; Rotter & Hochreich, 1975). People strive to reach their goals because they
have a generalized expectancythat such strivings will be successful.
During the 1950s and early 1960s, Rotter became intrigued by the observation
that many people did not increase their feelings of personal control after experienc-
ing success and that others did not lower their expectancies after repeated failure
(Rotter, 1990, 1993; Zuroff & Rotter, 1985). In other words, some people tended to
explain away successful outcomes as being due to luck or chance, whereas others re-
tained a high sense of personal control even after several nonreinforced behaviors.
These tendencies seemed to be especially true in situations that people regarded as
ambiguous or novel (Rotter, 1992) or when people were not clear whether the out-
come of their behavior was due to their skill or to chance. Rotter (1990) has sug-
gested that both the situation and the person contribute to feelings of personal

Chapter 17 Rotter and Mischel: Cognitive Social Learning Theory 521

Basic prediction formula

BPx 1 ,s 1 ,ra f(Ex 1 ,ra,s 1 and RVa,s 1 )

Potential for La Juan to rest

her head in the classroom

her expectancy that this

behavior will be followed

by sleep

her need for sleep in

this situation.

General prediction formula

NP f(FM and NV)

Potential for La Juan completing

all those behaviors necessary

to receive a PhD in clinical

psychology and thereby satisfy

her need for recognition-status

=

is a

function

of

=

is a

function

of

her average expectancy that

a set of related behaviors

directed toward recognition-

status will be reinforced

her preference for good grades,

prestige, reputation, acceptance

by colleagues, praise from profes-

sors, and other reinforcements

related to recognition-status.

+

+

FIGURE 17.1 Comparison of the basic prediction formula and the general prediction formula.