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The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful.
Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, learning from home tools, support for additional needs and more.
Family, peers, school and the wider community all impact on student behaviour, and on learning and wellbeing. The way we behave is also influenced by personal characteristics such as age, sex, personality, temperament and mental and physical health. The following model helps us to identify how multiple environments influence our learning, wellbeing and development, and how risk and protective factors can impact.
For example, risk factors, such as economic disadvantage can increase the probability that a problem will develop and persist. Protective factors, such as a supportive family and community can minimise the impact of risk factors. Social-ecological systems theory represented in the diagram below is useful to describe the factors influencing student behaviour and wellbeing.
Individual characteristics such as age, sex, personality, temperament, mental health, physical health and learning and support needs interact with factors in the environment. For example, how individuals respond to stress means that some people are more sensitive to their environments, regardless of whether those environments are supportive or not. The presence of certain hormones can also affect the way we initiate and sustain social interactions, which in turn impacts on our social behaviours and attachment.
Multiple factors can influence our motivation and emotional regulation, which affects things like optimism and perseverance. These biological differences influence the development of our personality and our temperament, and our ability to develop resilience. Peers, teachers and family have a major influence on development. When the puppy misbehaves, you scold him and do not offer affection.
Eventually, the reinforcement leads to an increase in the desired behaviors and a decrease in the unwanted behaviors.
While classical conditioning and operant conditioning can help explain many instances of learning, you can probably immediately think of situations where you have learned something without being conditioned, reinforced or punished. Psychologist Albert Bandura noted that many types of learning do not involve any conditioning and, in fact, evidence that learning has occurred might not even be immediately apparent. In a series of famous experiments, Bandura was able to demonstrate the power of this observational learning.
Children watched video clips of adults interacting with a large, inflatable Bobo doll. In some instances, the adults simply ignored the doll, while in other clips the adults would hit, kick and yell at the doll. When kids were later given the chance to play within a room with a Bobo doll present, those who had observed the adults abusing the doll were more likely to engage in similar actions.
As you can see, learning is a complex process that involves multiple factors. Psychologists today not only study how learning occurs but also how social, emotional, cultural, and biological variables might influence the learning process. Learning is not a one-dimension process. It takes place in many different ways and there are a wide variety of factors that can influence how and what people learn.
While people often focus on the observable and measurable ways that learning takes place, it is also important to remember that we cannot always immediately detect what has been learned. People are capable of learning things that are not immediately observable. Ever wonder what your personality type means? Sign up to find out more in our Healthy Mind newsletter. Adv Mater Weinheim. Front Psychiatry. Selbing I, Olsson A. Anxious behaviour in a demonstrator affects observational learning.
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