The model of social instruction (MSI) based on social learning approaches instruction in terms of mutual and continuous interaction between the cognitive, behavioral and environmental determinants. From this perspective MSI becomes a psychosocial foundation for an education with an inclination towards self-education. The model of social instruction aims to optimize the behavior of the educated from the perspective of social efficiency, seen as a potential pedagogic resource. The potentiality of the educated to influence their own behavior in the most general sense describes a pedagogic process of self-training - self-development pertaining to the concept of mutual determinism, initiated and promoted by Albert Bandura. From the perspective of the social learning at the level of the basic structure of the general didactics model, the professional model generated, maintained, promoted and imposed by the teacher becomes achievable. At the level of the general professional conduct, by the professional model provided by the teacher, the students are provided with the possibility of extracting some specific subsequences referring to the general professional attitude, the impact of competences on attaining some immediate personal goals, ways of persuading, of transmitting messages, of reasoning, of energizing and actively and motivationally engaging. The student is the beneficiary of the correlation, which contributes to the formation and development of his/her social abilities and personality in view of social integration. The student integrates elements of the teacher's professional model, by observational learning, which is determined by the social side of the relationship between the student and the teacher. From this perspective, in the experiential learning the cognitive and non-cognitive behavioural model proposed by the teacher becomes extremely important.

social instruction model; reciprocal determinism; social learning; educational efficiency; social efficiency; self-regulating functions