Social-cognitive learning theorists believe that omitting mental processes from explanations of human learning is essential in maintaining a rigorous scientific approach.

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Social-cognitive learning theorists argue that mental processes should not be omitted from explanations of human learning, but rather integrated into a comprehensive understanding of how individuals acquire and apply knowledge, skills, and behaviors. They view learning as an active, collaborative process that involves not only external environmental factors, but also internal cognitive, motivational, and contextual factors. By studying and modeling these complex interactions, social-cognitive learning theory aims to improve educational practices, social policies, and personal development programs.

Social-Cognitive Learning Theorists Believe That Omitting Mental Processes from Explanations