پژوهشگاه فرهنگ، هنر و ارتباطات فصلنامه علمی مطالعات فرهنگ - ارتباطات 2008-8760 27 74 2026 06 22 Skill and Self-Efficacy in Kung Fu Panda and How to Train Your Dragon Based on Vygotsky’s Theory مهارت و خودکارآمدی در «پاندای کونگ‌فوکار» و «چگونه اژدهای خود را تربیت کنیم» براساس نظریه ویگوتسکی 189 220 242282 10.22083/jccs.2026.551732.4114 FA حامد میرزائی دانش‌آموخته دکتری هنرهای اسلامی، دانشکده هنرهای صناعی، دانشگاه هنر اسلامی تبریز، تبریز، ایران (نویسنده مسئول). hamed.mirzaei3@gmail.com 0009-0003-7564-3967 محمدعلی صفورا استادیار گروه انیمیشن و سینما، دانشکده هنر و معماری، دانشگاه تربیت مدرس، تهران، ایران. safoora_m@yahoo.com 0000-0003-4886-2462 Journal Article 2025 10 06 Introduction: Skill learning and the development of self-efficacy are central processes in human growth and are frequently represented in cultural and media narratives. Animated films offer a rich context for examining how educational and developmental concepts are translated into visual storytelling, characterization, and plot structure. Lev Vygotsky’s Zone of Proximal Development (ZPD) provides a useful framework for understanding how learners move from their current level of functioning toward higher competence through social interaction, guidance, mediation, and internalization. Despite extensive research on the moral, social, and psychological dimensions of animation, relatively few studies have systematically examined animated narratives through the conceptual structure of the ZPD. This study compares Kung Fu Panda (2008) and How to Train Your Dragon (2010) to investigate how they represent skill learning, perceived capability, guidance by a more knowledgeable other, scaffolding, play, creativity, and the transition from dependence to relative independence. Self-efficacy is used descriptively to refer to the protagonists’ growing belief in their capacity for successful action, while Vygotsky’s sociocultural theory remains the principal analytical framework.<br>Methods: The research adopted a qualitative and interpretive design combining narrative analysis with directed qualitative content analysis. The primary data consisted of the two feature-length animated films. Detailed English plot summaries were used only as supplementary tools for reconstructing the sequence of events; all interpretations were grounded in direct observation of the films. The unit of analysis was the narrative scene or sequence, with boundaries identified through changes in time, location, the protagonist’s goal, or the pattern of interaction with a guiding figure. The analysis involved repeated viewing, identification of turning points related to failure, training, guidance, play, creativity, and independent performance, coding according to a predetermined model, and within-case and cross-case comparison. The model included five dimensions: the protagonist’s initial level of actual development, the more knowledgeable other, scaffolding, play and creativity, and final transformation. Interpretations were linked to specific scenes, images, and time codes to enhance credibility and traceability. Failures and moments of narrative ambiguity were also considered. Because inter-coder reliability was not statistically assessed, the study seeks interpretive depth and transferability rather than statistical generalization.<br>Findings: Both films depict protagonists who begin from positions of low competence, social marginality, and limited confidence. Po is introduced as an awkward noodle-shop worker whose appearance and lack of formal training make him an unlikely martial artist. Hiccup is presented as a physically weak and socially disregarded adolescent whose abilities conflict with the warrior values of his Viking community. In both cases, the initial condition represents a limited level of actual development and establishes a gap between present performance and future potential.<br>The films differ, however, in the structure of guidance. In Kung Fu Panda, learning develops through a relatively hierarchical master-student relationship. Oogway first recognizes Po’s unrealized potential, while Shifu becomes the principal instructional guide. The decisive change occurs when Shifu abandons standardized training and adapts instruction to Po’s motivation, bodily characteristics, and learning style. Food-based exercises, competition, humor, and playful physical practice operate as responsive scaffolds. As Po’s competence increases, direct support is gradually reduced and responsibility is transferred to him. The empty Dragon Scroll symbolizes internalization: Po realizes that no external secret guarantees mastery and that successful action depends on recognizing and using his own capacities. His final performance therefore represents both acquired skill and increased self-efficacy.<br>How to Train Your Dragon presents a more reciprocal model. Toothless functions as a situationally more knowledgeable partner in matters of dragon behavior, flight, and interspecies communication, while Hiccup contributes mechanical creativity and problem-solving. Their relationship is based on mutual dependence, shared experimentation, and the co-construction of knowledge. The artificial tail, saddle, repeated flights, imitation, play-like interaction, and trial-and-error learning operate as mediating tools. Unlike the more temporary scaffolding in Kung Fu Panda, technological support remains partly necessary, suggesting that independence can be relational rather than absolute. Hiccup later transfers what he has learned to his peers and community. The ZPD thus expands from an individual relationship into a collective process that transforms Berk’s values from hostility toward coexistence.<br>Conclusion: The comparison shows that both films represent learning as a socially mediated transformation rather than the accumulation of isolated skills. Kung Fu Panda offers a more classical model of scaffolding, in which a competent mentor adapts instruction and gradually withdraws support. How to Train Your Dragon offers a reciprocal and socially expansive model in which learning emerges through interdependence, technological mediation, and mutual adjustment between human and nonhuman partners. The first emphasizes internalization, individual confidence, and a personal mode of performance; the second emphasizes collaboration, relational agency, and cultural change. Popular animation can therefore function as a cultural text through which developmental and educational theories are interpreted and applied beyond formal classrooms. The findings also suggest that Vygotskian concepts can illuminate not only teacher-learner relations but also collaborative, interspecies, and community-level forms of learning. Future research may extend this framework to larger samples, audience reception, and empirical studies of viewers’ interpretations. این پژوهش به تحلیل تطبیقی بازنمایی فرایند یادگیری مهارت و شکل‌گیری خودکارآمدی در دو انیمیشن سینمایی محبوب هالیوود، «پاندای کونگ‌فوکار» (2008) و «چگونه اژدهای خود را تربیت کنیم» (2010)، می‌پردازد. چارچوب نظری مقاله بر پایه نظریه «منطقه مجاور رشد» (ZPD) لف ویگوتسکی بنا شده است؛ مفهومی که فاصله میان سطح رشد بالفعل و بالقوه را در تعامل با «دیگری آگاه‌تر» توضیح می‌دهد. روش تحقیق کیفی و مبتنی بر «تحلیل روایت» و «تحلیل محتوای کیفی» است. بدین منظور، ساختار و پیرنگ هر دو انیمیشن به صحنه‌های کلیدی تفکیک و بر اساس شاخص‌هایی چون وضعیت اولیه قهرمان، نقش دیگری آگاه‌تر، فرایند داربست‌گذاری، کارکرد بازی و خلاقیت، و لحظه دگرگونی نهایی کدگذاری و تحلیل شد. یافته‌ها نشان داد که هر دو روایت، حرکت قهرمان از سطح ناتوانی اولیه به خودکارآمدی را در بستر ZPD بازنمایی می‌کنند، اما با الگوهای متفاوت: انیمیشن «پاندای کونگ‌فوکار» تصویری سلسله‌مراتبی از رابطه استاد-شاگرد و محوشدن تدریجی حمایت عرضه می‌کند، درحالی‌که انیمیشن «چگونه اژدهای خود را تربیت کنیم» الگویی دوسویه و همیارانه ارائه می‌دهد که در آن موجودی غیرانسانی نقش «دیگری آگاه‌تر» را ایفا می‌کند و یادگیری به سطح اجتماعی بسط می‌یابد. نتیجه آن‌که انیمیشن‌های عامه‌پسند، فراتر از سرگرمی، می‌توانند متونی فرهنگی برای بازخوانی و حتی توسعه نظریه ویگوتسکی باشند. https://www.jccs.ir/article_242282_7bc69432ac16ba1299adc7960b8a83e1.pdf