Social Foundations of Thought & Action: A Social Cognitive Theory
... Self-efficacy refers to an individual's beliefs about their ability to master situations and successfully overcome obstacles (Bandura, 1997). Previous research provides a wide range of evidence highlighting associations between self-efficacy and aspects of successful teaching. ...
... Furthermore, it stands to reason that teacher self-efficacy is positively related to satisfaction of the need for autonomy: According to the underlying theory (Bandura, 1997), teachers with high self-efficacy beliefs for teaching may be more capable of effectively navigating challenges in their teaching, leading to a sense of autonomy in their decision-making and responses. Conversely, teachers with lower self-efficacy may perceive themselves as less competent when encountering unexpected challenges, leading them to simply react to problems occurring during teaching rather than proactively addressing them and potentially undermining their sense of autonomy. ...
... Lastly and also according to Bandura's theoretical conceptions of self-efficacy (Bandura, 1997), teachers with strong self-efficacy beliefs are expected to be more effective in engaging with and motivating their students, contributing to higher teaching quality (see Praetorius et al., 2018). Consequently, their satisfaction of the need for relatedness to their students may be supported by effectively engaging students in a lesson and thus enhance the feeling of connectedness to those students by enhancing interpersonal communication. ...
Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need satisfaction, and emotions. However, these factors have predominantly been examined in isolation, and limited research has investigated their role in the context of higher education teaching. To address these research gaps, analyses on both the within and between teacher level are needed. The aim of the present study was therefore to investigate the interplay between these motivational and emotional constructs on both levels, as well as the relevance and applicability of prior research findings on school teachers to the context of higher education teaching at universities. In a micro-longitudinal study, 103 university teachers from Germany (49 female; average age: 41.4 years, SD = 11.0) completed assessments of their self-efficacy in 748 sessions directly before their teaching sessions, as well as their basic psychological need satisfaction and discrete emotions directly after. Multilevel structural equation modeling revealed positive associations between self-efficacy and basic psychological need satisfaction. Self-efficacy was negatively associated with negative emotions, and positive indirect effects on positive emotions as well as negative indirect effects on negative emotions were identified through satisfaction of the needs for competence and relatedness. Basic psychological need satisfaction was positively related to positive emotions and vice versa—however, unexpected positive associations between relatedness and negative emotions emerged and require further research.
... More detail about these mHealth apps can be found in Table 1. The post-intervention qualitative interview (see Table 2) was guided by the Social Cognitive Theory (SCT) (See Fig. 1) (Bandura, 1986(Bandura, , 1999. The SCT which posits that individuals initiate and maintain behavior by having personal, behavioral, and environmental factors interacting interchangeably (Bandura, 1986(Bandura, , 1999. ...
... The post-intervention qualitative interview (see Table 2) was guided by the Social Cognitive Theory (SCT) (See Fig. 1) (Bandura, 1986(Bandura, , 1999. The SCT which posits that individuals initiate and maintain behavior by having personal, behavioral, and environmental factors interacting interchangeably (Bandura, 1986(Bandura, , 1999. Ultimately this framework suggests that agency is a motivating factor supporting selfmanagement behavior and assisting individuals to strive for this agency using goal oriented motivational processes (Bandura, 1986(Bandura, , 1999. ...
... The SCT which posits that individuals initiate and maintain behavior by having personal, behavioral, and environmental factors interacting interchangeably (Bandura, 1986(Bandura, , 1999. Ultimately this framework suggests that agency is a motivating factor supporting selfmanagement behavior and assisting individuals to strive for this agency using goal oriented motivational processes (Bandura, 1986(Bandura, , 1999. ...
Purpose
Preliminary studies have suggested that women are responsive to using technology to manage their health, due to its discreet, convenient, and cost-effective nature. Yet, there are limited mobile health (mHealth) apps specific to women’s needs, particularly those on probation. The purpose of this study was to explore features of 2 existing mHealth applications related to sexual health and safety, specific to interpersonal and sexual violence, to answer research questions related to the usability, barriers, and facilitators of mHealth app use for women on probation.
Subjects
We purposefully sampled from a local adult probation site and utilized snow-ball sampling to recruit 11 women who were on probation and owned iPhones.
Methods
We conducted an exploratory intervention development study using a qualitative design. Social Cognitive Theory was used for data synthesize and organization.
Findings
Three themes emerged: (1) It made me take time for myself; (2) It helped me to be more respectful of my body; (3) The connectivity….that was helpful.
Major implications
Participants expressed mHealth apps to be usable, feasible, accessible and promoted self-efficacy by allowing them track symptoms and patterns of behavior specific to health and safety in a discreet, convenient, and effective manner. This research suggests that a culturally tailored mHealth app may be an appropriate intervention to provide timely gender-responsive feedback, resources, and health care to women on probation.
... Expounding on this work, Kolb (1984Kolb ( , 2015) developed a robust model for experiential learning. Bandura (1986) suggested that experiences and the resulting learning is mitigated by an interaction between the student and the environmental factors that influence the learning. This is cited as the principle of interaction in the service-learning literature (Gyles & Elyer, 1994). ...
... This study used social cognitive theory (Bandura, 1986) to understand the interdependent relationship between personal, behavioral, and environmental determinants during a service-learning experience. Bandura's theory provides a basis for understanding human interaction as a reciprocal and triadic relationship, between people, their immediate environment, and their behaviors. ...
... By viewing personal characteristics, being affected by both environments and behaviors, people can be viewed as creators of and results of their experiences. Researchers can then use individual participants' thoughts and feelings to understand the participants' unique approach to the world (Bandura, 1986). Bandura described four types of learning experiences integral to the efficacious establishment of a behavior: a) mastery, or the completion of a given task or behavior to a given level, b) vicarious, or observation of another achieving or perceived to be achieving mastery, c) social persuasion, or the effect of outside stimuli on self-efficacy and, d) physiological and emotional states, or the effect of internal stimuli on the learner's ability (Bandura, 1986). ...
Service learning is a form of experiential learning that helps students be able to both apply concepts and provide a benefit to an organization, individual, or group other than the learner. The lack of efficacy of our students with the complex skills learned in many agriculture courses brings about a sense of fear and trepidation in students that can cause them to either not engage with the material/skill or do so in an ineffective manner. Service learning was used in a course that has had low levels of efficacy associated to help motivate students to learn and practice the skills being taught. Students in an agricultural mechanics course engaging in activities with Habitat for Humanity progressed through Bandura’s four types of learning experiences integral to the efficacious establishment of a behavior in two directions. Using Constant Comparative method to analyze the reflections of the students it was determined that they progressed through the activity from the perspective of students, moving from the least to most efficacious. They then, with no prompting, reflected backwards from the perspective of most to least efficacious as they began to reflect on how they would facilitate communicating or teaching these same concepts to novices.
... As already mentioned, the study and comprehension of human motivation have benefited greatly by the use of self-efficacy theory and research. As self-efficacy is described as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986), this article aims to link the previously presented, to the evaluation of the advantages and limitations accompanying the self-learning method. The main improvement of this strategy is the interactivity of fast learning music theory or an instrument (Rogers, Röhlig, Weing, Gugenheimer, Könings, and Klepsch, 2014) while the major disadvantage is the absence of feedback, the lack of verbal persuasion and emotional arousal as the last two concepts of the self-efficacy model (Bandura, 1977), due to the substitution of a piano/music theory teacher with a smart device (Compton and Burke, 2018). ...
... This article aims to interconnect selfdirected music learning to the main concepts of selfefficacy scheme, regarding both advantages and disadvantages. Bandura (1997Bandura ( , 1986Bandura ( , 2002) promoted a theory called "self-efficacy" that examines an individual's sense of competence in relation to a particular task. The central thesis makes the case that those who have faith in their ability to succeed will do so. ...
... Precum s-a menționat anterior, studiul și înțelegerea motivației umane au beneficiat enorm de utilizarea teoriei și cercetării auto-eficacității. Întrucât autoeficacitatea este descrisă ca "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986), acest articol își propune crearea unei punți între aspectele prezentate anterior și evaluarea avantajelor/limitărilor care însoțesc metoda de auto-învățare. Principala îmbunătățire a acestei strategii este interactivitatea învățării rapide a teoriei muzicii sau a unui instrument muzical (Rogers, Röhlig, Weing, Gugenheimer, Könings și Klepsch, 2014), în timp ce dezavantajul major este absența feedbackului, lipsa persuasiunii verbale și stimularea emoțională, concepte integrate în schema auto-eficacității (Bandura, 1977), din cauza înlocuirii profesorului de pian/teorie muzicală cu un dispozitiv inteligent (Compton și Burke, 2018). ...
The study aims to examine the validity of 2D and 3D applications for online learning of playing the piano and music theory related to self-efficacy. We shall consider the effectiveness of replacing a piano/music theory teacher with online courses on a device, taking into account both advantages and disadvantages. Self-efficacy in online piano training is deeply layered, considering multiple elements, such as genre, coverage of music theory, system of musical notation, repertoire, finger technique, teacher feedback, cost, interactivity, resources, difficulty level, pros and cons of self-learning and many other related aspects interconnected to the main concepts of Albert Bandura. The article considers analysing the most popular applications for self-directed piano and music theory learning, using devices such as smartphone, tablet, laptop and also the effectiveness of using VR equipment for a complex immersive experience. The high-tech expansion has led to developed self-efficacy strategies that aim at learning music fast, through specific applications, frequently using mixed reality. In addition to the provided information, we shall express limitations regarding the applicability of this technological system of learning a new music skill.
... The theory has been employed in a number of studies such as Staples, Hulland, and Higgins (2006), Stoner and Miller (2010), Tarasovich and Boyer (2013) and so on that have to do with competence and confidence. As defined by Bandura (1977Bandura ( , 1986Bandura ( , 1997 self-efficacy is the belief in one's ability to execute a specific task successfully. The self-efficacy theory was developed on the basis of the social cognitive theory (Bandura, 1997). ...
... Self-efficacy beliefs are not conclusions about individual's skills, fairly speaking, but it is a judgment of what an individual can achieve with his/her skills (Bandura, 1986). This means, self-efficacy judgment is a creation of an individual's thoughtfulness of what he is capable of doing and not what he has done. ...
... The judgments are often a creation of a composite process of personal evaluation and self-encouragement that depends on cognitive dispensation of myriads of information sources of efficacy (Bandura, 1990). According to Bandura (1997Bandura ( , 1986) the sources of efficacy are previous performance accomplishments, verbal persuasion, vicarious experience, and somatic/emotional or psychological state. Other scholars have included some other groups of emotional state and imaginable experiences (Maddux, 1995;Schunk;. ...
this paper is about Communication Competence of Mass Communication Undergraduates in Lagos, Nigeria.
... After the empirical analysis, we discussed our results with perspectives from Barbara Fredrickson [32], Albert Bandura [33], Deci and Ryan [34,35], Mihaly Csikszentmihalyi [36], Anne Kirketerp [37], Guadagnoli and Lee [38], Maurice Merleau-Ponty [39], Wilson and Kellert [40,41], and Gert Biesta [42]. We also discussed our results in relation to studies from the area of blue space interventions: Benninger et al. [ ...
... Helping to understand the how, we sought help from the perspectives of Barbara Fredrickson [32], Albert Bandura [33], Deci and Ryan [34,35], Mihaly Csikszentmihalyi [36], Anne Kirketerp [37], Guadagnoli and Lee [38], Maurice Merleau-Ponty [39], Wilson and Kellert [40,41], and Gert Biesta [42]. We also discussed our results, referencing studies from the area of blue space interventions, conducted by Benninger et al. [ ...
... Bandura's social cognitive theory confirms the importance of support from others and in this case, from the instructors and the other club members acting as role models [33]. According to this theory, support and recognition from the social surroundings are important factors for feeling safe and achieving the desired goals. ...
Blue space interventions evidently have a positive impact on well-being and mental health, yet longitudinal studies on the lasting impact of such interventions are scarce. In this qualitative follow-up study with semi-structured interviews, we explored the long-term experiences over 18–42 months among six out of the initial eight women from the primary study, also including two instructors from the initial study. The participants, dealing with mental disorders, participated in the group-based intervention Freedom on Water, participating in stand-up paddling. Five main themes emerged from the empirical analysis: SUP as a catalyst for broadening horizons; learning: stepping out of the comfort zone; a break from diagnosis and rumination; connectedness to nature, specifically blue nature, and to the group; a life-changing journey; and a shift in mindset. The study revealed a long-term, life-changing impact of the program on participants’ well-being and mental health. Nature and blue space activities had become a greater part of their lives, improving their mental health with feelings of calmness, positivity, healing, and freedom. Stepping out of their comfort zone facilitated experiences of success and transformed their mindsets. Moreover, they experienced a break from rumination, and they became more outwardly focused, with confidence in themselves and their abilities, while making new friendships and engaging in new and different contexts.
... It refers to an individual's belief in their capacity to effectively organize and execute actions required for successful outcomes. Rooted in Bandura's theory, self-efficacy is not static but a dynamic cognitive process influenced by personal capabilities and external factors (Bandura, , 1986(Bandura, , 1997). Bandura's social cognitive theory views human behavior as a product of reciprocal interactions among behavior, personal cognitive factors, and environmental conditions, termed "reciprocal determinism" (Bandura, 1986). ...
... Rooted in Bandura's theory, self-efficacy is not static but a dynamic cognitive process influenced by personal capabilities and external factors (Bandura, , 1986(Bandura, , 1997). Bandura's social cognitive theory views human behavior as a product of reciprocal interactions among behavior, personal cognitive factors, and environmental conditions, termed "reciprocal determinism" (Bandura, 1986). Self-regulation, described by Pintrich and Zusho (2002), is critical in learning, where learners set goals, monitor progress, and adapt strategies for desired outcomes. ...
This study investigates the intricate relationship between academic achievement, self-efficacy, and motivation among undergraduates enrolled at Lovely Professional University (LPU). Employing correlational analyses, data were gathered from a sample of LPU undergraduates (N = 100). Results demonstrate a notable positive correlation between self-efficacy and academic achievement. Insignificant correlations are observed between extrinsic motivation, intrinsic motivation, and academic achievement. These findings underscore the critical importance of nurturing self-efficacy among LPU undergraduates to bolster their academic performance. This study contributes to our understanding of the dynamic interplay between self-efficacy and academic achievement, offering insights that can inform targeted interventions aimed at fostering academic success among undergraduates at LPU.
... Students' self-efficacy, that is, their confidence in their ability to (learn to) perform a task (Bandura, 1986(Bandura, , 1994, is considered one of the main motivational influences on effort investment. After all, if students would not believe they can (learn to) perform a task, then why would they bother investing effort at all? ...
... Learners experiencing high threat when receiving feedback on their own performance, might perhaps benefit more from vicarious learning (cf. Bandura, 1986), that is, observing feedback provided to peer students who are similar to them. However, the extent to which individual students feel challenged or threatened under such conditions, will likely differ between students and could be associated with their self-efficacy, so it may be necessary to adapt such interventions to individual learners. ...
Research in cognitive load theory is increasingly recognizing the importance of motivational influences on students’ (willingness to invest) mental effort, in particular in the context of self-regulated learning. Consequently, next to addressing effects of instructional conditions and contexts on groups of learners, there is a need to start investigating individual differences in motivational variables. We propose here that the biopsychosocial model of challenge and threat may offer a useful model to study the motivational antecedents of (anticipated) mental effort. We also report four experiments as initial tests of these ideas, exploring how feedback valence affects students’ challenge/threat experiences, self-efficacy, and mental effort investment. The results showed that negative feedback leads participants to expect that they will have to invest significantly more effort in future problems than positive feedback (Experiments 1, 2, and 3) or no feedback (Experiment 3). Had we not considered the motivational variables in investigating the effect of feedback conditions on effort investment, we would not have known that this effect was fully mediated and thus explained by participants’ feelings of self-efficacy (Experiments 1/2) and threat (Experiment 1). We would also have concluded that feedback does not affect the willingness to invest effort in future problems (all four experiments), whereas actually, there were significant indirect effects of feedback on willingness to invest effort via challenge (in Experiments 1/2) and threat (in all experiments). Thus, our findings demonstrate the added value of considering challenge and threat motivational states to explain individual differences in effort investment.
... An important factor hypothesized to influence disease transmission risk for PWID is self-efficacy to engage in safer injection practices. Self-efficacy is a construct with origins in Bandura's Social Cognitive Theory (SCT) and refers to a person's belief in their capacity to complete a given behavior [2]. ...
... Cognitive processes are mental functions involving how individuals perceive and interpret information. Moreover, SCT recognizes that behavior is shaped by the dynamic interplay between cognitive processes , behavioral factors, and environmental influences, a concept referred to as reciprocal interactions [2]. Behavioral processes encompass the observable actions undertaken by individuals. ...
Background
Safe injection self-efficacy (SISE) is negatively associated with injection risk behaviors among people who inject drugs (PWID) but has not been examined in differing risk environments. We compared responses to a validated SISE scale between PWID in San Diego, California and Tijuana, Mexico, and examine correlates of SISE among PWID in Tijuana.
Methods
PWID were recruited via street outreach for a longitudinal cohort study from October 2020 to September 2021. We compared SISE scale items by city. Due to low variability in SISE scores among San Diego residents, we restricted analysis of factors associated with SISE to Tijuana residents and identified correlates of SISE scores (low, medium, high) using ordinal logistic regression.
Results
Of 474 participants, most were male (74%), Latinx (78%) and Tijuana residents (73%). Mean age was 44. Mean SISE scores among San Diego residents were high (3.46 of 4 maximum) relative to Tijuana residents (mean: 1.93). Among Tijuana residents, White race and having previously resided in San Diego were associated with higher SISE scores. HCV and HIV seropositivity, homelessness, fentanyl use, polysubstance co-injection, and greater injection frequency were associated with lower SISE scores.
Conclusions
We found profound inequalities between Tijuana and San Diego SISE, likely attributable to differential risk environments. Associations with fentanyl and polysubstance co-injection, injection frequency, and both HIV and HCV seropositivity suggest that SISE contribute to blood-borne infection transmission risks in Tijuana. SISE reflects an actionable intervention target to reduce injection risk behaviors, but structural interventions are required to intervene upon the risk environment.
... According to social cognitive theory, the formation of self-efficacy is influenced by the expectation, guidance and social support of important people in life (Bandura, 1986), and positive parenting style is helpful to promote the development of individual self-efficacy. Compared with adolescents from autocratic or indulgent parenting styles, children from authoritative parenting styles have higher self-efficacy beliefs (Turner et al., 2009;Tam et al., 2012). ...
... This study found that causal attribution was strongly correlated with self-efficacy, which constitute the intermediate link of positive(negative) parenting style → internal attribution (external attribution) → self-efficacy → academic procrastination (Hypothesis 4). Self-efficacy and attribution theorists believe that learners' self-efficacy level and their attribution style of success and failure will affect their efforts and persistence, and ultimately motivation and achievement (Bandura, 1986;Weiner, 2000), so some types of attribution may be better. A previous study found that nursing students who are accustomed to more ability attribution and effort attribution have a positive attitude toward their careers, and think they have the ability to change the unfavorable career environment (Kong et al., 2016). ...
2023) The effect of parenting styles on Chinese undergraduate nursing students' academic procrastination: the mediating role of causal attribution and self-efficacy. Background: Academic procrastination is common among college students, but there is a lack of research on the influencing mechanism of academic procrastination among nursing students. The purpose of this study was to explore the influence of parental rearing patterns on academic procrastination of nursing students, and the mediating role of causal attribution and self-efficacy. Methods: Using Parental Bonding Instrument, Aitken Procrastination Inventory, Multidimensional Multi-Attribution Causality Scale and General Self-Efficiency Scale, the data of 683 nursing undergraduates from two universities in China were collected. Moreover, path analysis for structural equation modeling via AMOS 26.0 to evaluate mediation path model. Results: Positive parenting style was negatively associated with academic procrastination (r =-0.350) and negative parenting style was positively associated with academic procrastination (r = 0.402). Positive parenting style directly or indirectly predicted academic procrastination through the mediating effect of internal attributional style (β =-0.10, 95% CI:-0.18 to-0.04) and self-efficacy (β =-0.07, 95% CI:-0.11 to-0.03), and this mediating effect accounted for 41.46% of the total effect. Positive parenting style directly or indirectly predicted academic delay through the mediating effect of external attributional style (β = 0.12, 95% CI: 0.07 to 0.17) and self-efficacy (β = 0.05, 95% CI: 0.03 to 0.08), and this mediating effect accounted for 42.5% of the total effect. In addition, causal attribution and self-efficacy of nursing students play a chain intermediary role between parenting style and academic procrastination. Conclusion: Parents should give students more care and autonomy and reduce control. In addition, educators should give students attribution training, which is helpful to improve students' self-efficacy and reduce academic procrastination.
... Drawing from Bandura's social learning theory [36], researchers have proposed that residents learn from their role models by 'observation and apperception' [27], or by 'observation, reflection, and reinforcement' [25]. In their studies among medical students and medical specialists, Passi and colleagues found that learning by positive role modelling occurs through observation and judgement, followed by trying out the modelled behavior [24,34]. ...
... We found that residents develop values, strengthen attributes and learn to make choices by observing and selectively copying behavior that "works for you". This is in line with other studies that have described the social process of learning from role models as: observing a role model, reflecting on role model behavior, and consequently experimenting new behaviors [21,25,27,34,36]. This might, however, be a too simple and linear representation when it comes to the development of a professional identity. ...
Introduction: Role models are powerful contributors to residents’ professional identity formation (PIF) by exhibiting the values and attributes of the community. While substantial knowledge on different attributes of role models exists, little is known about their influence on residents’ PIF. The aim of this study was to explore surgical residents’ experiences with role models and to understand how these contribute to residents’ PIF. Methods: Adopting a social constructivist paradigm, the authors used a grounded theory approach to develop an explanatory model for residents’ experiences with role models regarding PIF. Fourteen surgical residents participated in individual interviews. The authors iteratively performed data collection and analysis, and applied constant comparison to identify relevant themes. Results: Role model behavior is highly situation dependent. Therefore, residents learn through specific ‘role model moments’. These moments arise when residents (1) feel positive about a moment, e.g. “inspiration”, (2) have a sense of involvement, and (3) identify with their role model. Negative role model moments (‘troll model moments’) are dominated by negative emotions and residents reject the modeled behavior. Residents learn through observation, reflection and adapting modeled behavior. As a result, residents negotiate their values, strengthen attributes, and learn to make choices on the individual path of becoming a surgeon. Discussion: The authors suggest a nuance in the discussion on role modelling: from ‘learning from role models’ to ‘learning from role model moments’. It is expected that residents’ PIF will benefit from this approach since contextual factors and individual needs are emphasized. Residents need to develop antennae for both role model moments and troll model moments and acquire the skills to learn from them. Role model moments and troll model moments are strong catalysts of PIF as residents follow in the footsteps of their role models, yet learn to go their own way.
... In doing so, they intentionally overlook ethical lapses to serve their self-interests, rendering themselves (and others) blind to ethical shortcomings. (Bandura, 1986;Detert et al., 2008). ...
... Routine moral contradictions (moral disengagement) and (unethical) behavior in practice may render individuals ethically blind to their self-interests (Detert et al., 2008;Umphress et al., 2019). Empirical evidence also support the notion that moral detachment fosters unethical violating internal standards (Bandura, 1986;Detert et al., 2008). According to the MD theory, moral transgressors are not always unethical. ...
We explore how employees learn unethical behavior from leader’s unethical pro-organizational behavior (UPB) and develop team unethical climate. Drawing upon social cognitive theory, our serial mediation model proposes that indirect association between leader UPB and team-level unethical climate is sequentially mediated by employees’ moral detachment and self-interested unethical behavior. We employed a multilevel structural equation model to empirically support this model on dyadic data obtained from 165 leaders and 330 employees. Results suggest that employees process and learn unethical behavioral principles from leader UPB and perform self-interested unethical behavior such that it ultimately develops team-level unethical climate. Key theoretical and practical implications are discussed.
... Some of the results from these studies are consistent with the original postulations while others contradict them. Eight technology acceptance models were unified by Venkatesh et al. (2003) to formulate the UTAUT model, including the Theory of Reasoned Action (TRA) (Fishbein and Ajzen 1975), the Theory of Planned Behaviour (TPB) (Ajzen 1991 (Bandura 1986) and Innovation Diffusion Theory (IDT) (Rogers 1995). Table 2 provides a summary of the source of each UTAUT construct, with a description and the model from which each construct was derived. ...
Users' acceptability is one of the fundamental concepts for development and success of any technology. This research explores the level of acceptability and factors influencing the acceptance of IoT technology in agricultural processes in Nigeria. We modified and used the UTAUT2, as a theoretical basis to conduct empirical research to test the factors that influence farmers' intention to use the IoT technology being the most current computing technology in their agricultural processes, to make farming processes easier and at their convenient which in turn will boost their produce. To empirically test our model, a survey was administered to eight hundred and thirty respondents consisting of petty farmers, agricultural technology/engineers, agricultural scientists, mechanized farmers, and agricultural academics in six States in Nigeria, drawn from 5 Geopolitical zone, to include: Akwa Ibom State, Kano State, Jigawa State, Imo State, and Ogun State. We found out that the level of acceptability was moderate. However, factors like social influence, attitude, awareness, financial strength, affect the general acceptability of IoT technology in Agriculture in Nigeria.
... Through a dedicated app, students craft neural networks for the robots, exploring various neurons, synapses, and behaviors. This method aligns with and applies Albert Bandura's Social Cognitive Theory, which views learning as a social endeavor influenced by the dynamic between individuals, their environment, and their own actions, highlighting the importance of self-efficacy-or confidence in one's abilities for specific tasks (Bandura, 1986). Our initiative offers broadly applicable potential for teachers and learners, especially in secondary school settings, as it seeks to bolster students' self-efficacy by engaging them in interactive experiments with SpikerBots, fostering learning through exploration and active participation. ...
As the relevance of neuroscience in education grows, effective methods for teaching this complex subject in high school classrooms remain elusive. Integrating classroom experiments with brain-based robots offers a promising solution. This paper presents a structured curriculum designed around the use of camera-equipped mobile robots which enables students to construct and explore artificial neural networks. Through this hands-on approach, students engage directly with core concepts in neuroscience, learning to model spiking neural networks, decision-making processes in the basal ganglia, and principles of learning and memory. The curriculum not only makes challenging neuroscience concepts accessible and engaging but also demonstrates significant improvements in students’ understanding and self-efficacy. By detailing the curriculum’s development, implementation, and educational outcomes, this study outlines a scalable model for incorporating advanced scientific topics into secondary education, paving the way for a deeper student understanding of both theoretical neuroscience and its practical applications.
... AIMS-RC is a telephone-based, social cognitive theory-driven intervention that is guided by the Motivation and Problem-Solving (MAPS) model of behavior change [19][20][21][22]. Each participant randomized to the intervention arm received ten telephone sessions centrally administered by trained health coaches from the University of Arizona over a 17-week period. ...
Purpose
Many survivors of rectal cancer experience persistent bowel dysfunction. There are few evidence-based symptom management interventions to improve bowel control. The purpose of this study is to describe recruitment and pre-randomization baseline sociodemographic, health status, and clinical characteristics for SWOG S1820, a trial of the Altering Intake, Managing Symptoms in Rectal Cancer (AIMS-RC) intervention.
Methods
SWOG S1820 aimed to determine the preliminary efficacy, feasibility, and acceptability of AIMS-RC, a symptom management intervention for bowel health, comparing intervention to attention control. Survivors with a history of cancers of the rectosigmoid colon or rectum, within 6–24 months of primary treatment completion, with a post-surgical permanent ostomy or anastomosis, and over 18 years of age were enrolled. Outcomes included total bowel function, low anterior resection syndrome, quality of life, motivation for managing bowel health, self-efficacy for managing symptoms, positive and negative affect, and study feasibility and acceptability.
Results
The trial completed accrual over a 29-month period and enrolled 117 participants from 34 institutions across 17 states and one US Pacific territory. At baseline, most enrolled participants reported self-imposed diet adjustments after surgery, persistent dietary intolerances, and bowel discomfort post-treatment, with high levels of constipation and diarrhea (grades 1–4).
Conclusions
SWOG S1820 was able to recruit, in a timely manner, a study cohort that is demographically representative of US survivors of rectal cancer. Baseline characteristics illustrate the connection between diet/eating and bowel symptoms post-treatment, with many participants reporting diet adjustments and persistent inability to be comfortable with dietary intake.
ClinicalTrials.gov registration date
12/19/2019.
ClinicalTrials.gov Identifier
NCT#04205955.
... It was possible to see the attention, remembering, transforming into behavior and motivation phases of social learning (Bandura, 1986;Henson, 2003) in situations where children learned from their other friends through observation. In particular, exchanging ideas about games and telling others what they know helped strengthen the interaction between children and increased the effectiveness of collaboration on other applications. ...
In this study, the self-directed learning (SDL) processes of children who have never used a computer before were examined within the cultural context they live in. In accordance with the subject of the research, a village, located in a rural area of the Southeastern Anatolia region in Turkey, where crucial digital divide and low socioeconomic conditions exist, was chosen to reach the children who have not used a computer before. By using a “cognitive ethnography” research design, the cultural foundations of cognitive processes were evaluated and authentic data were obtained. The research includes a long-term participatory observation over a period of two summer terms in accordance with the nature of ethnographic studies. The research group consists of 46 children, ages 6 to 11. Throughout the research, the children were elaborately observed on how they managed to organize their SDL process without any guidance when they were left with computers. In the process, children’s learning and how they had been affected by the guidance and collaborative work were examined by giving them simple clues, asking them questions to foster curiosity, and allowing them to form groups. The observation process has spread to many moments of the day, such as students’ social environments, living conditions at home, and learning processes at the computer. Open coding and axial coding methods were used in data analysis. As a result of the study, it was observed that demographic variables, guidance, and ethnocultural characteristics have a significant impact on children’s learning behaviors. The research findings show that: (1) In the SDL process, unconscious explorations and trial and error gradually give way to conscious reasoning, (2) The SDL process becomes more effective with some guidance focusing on the needs of a student and collaborative learning, (3) Girls mostly preferred word processing and drawing applications, while boys preferred games and research on the Internet, (4) Although boys display a more confident and dominant attitude towards computers, girls have used applications effectively throughout the process, and (5) The older age group, especially accustomed to the cultural and classroom authoritarian approach, had difficulty in getting used to the SDL autonomy at the beginning. Details in research findings present vital data within the context of the impact of cultural background on the educational processes and evaluating this impact in terms of education programs.
... A pesar de su importancia en las adicciones y a que se ha demostrado que el abordar el craving durante el tratamiento puede disminuir los efectos negativos asociados al consumo, así como el consumo excesivo de alcohol (Witkiewitz et al., 2011), son pocos los tratamientos psicológicos que se centran en el craving o cuentan con algún módulo para trabajarlo (Oropeza Tena et al., 2014;Witkiewitz et al., 2011). Por su parte, el Programa de Intervención Breve para Adolescentes que Inician el Consumo de Alcohol y otras Drogas (PIBA) es una intervención breve (Martínez et al., 2012, fundamentada en la Teoría del Aprendizaje Social (Bandura, 1986), y que tiene apoyo empírico en la explicación del desarrollo, mantenimiento y cambio de la conducta (Abrams & Niaura, 1987). El PIBA, es un tratamiento que tiene el objetivo de reducir el consumo de sustancias adictivas como: alcohol, tabaco, marihuana, cocaína e inhalables, en adolescentes que reportan problemas relacionados con dicha conducta y que no presentan dependencia a la droga. ...
Introduction: Craving refers to a subjective desire to consume substances. It has been found that craving is one of the best predictors of relapse, so it is important to address it during addiction treatment. The Brief Intervention Program for Adolescents (PIBA) has been shown to be effective in reducing drug consumption patterns, increasing self-efficacy to deal with consumption situations, and reducing problems associated with consumption in adolescents who are in middle or high school schools, as well as in outpatient addiction care institutions. However, the effectiveness of this program has not been tested with adolescents in residential treatment or in reducing craving. Objective: To evaluate the effectiveness of PIBA in reducing craving and increasing self-efficacy in a female adolescent who was in a residential center. Method: A single-case design was applied, consisting of the treatment and a follow-up at four months, intentional and non-probabilistic, with a 16-year-old female adolescent. Result: A reduction in craving was found throughout the treatment and maintained during the follow-up, as well as an increase in self-efficacy. Conclusion: These findings extend the effectiveness of PIBA to addiction components and populations not previously explored, suggesting that PIBA may be an alternative to work with these components and populations.
... Drawing on Bandura's (1986) theory, Akers (1991) contended that imitation is affected by the characteristics of the observed model, the behavior, and the consequence. Following this notion, Akers (1991Akers ( , 2009) viewed imitation as the act of specific behavior modeling observed directly from others, suggesting that individuals can only imitate the observed behaviors. ...
Social learning theory has been widely implemented to understand cyber deviance. Nevertheless, the antecedent scholarship homogenously nested in the perspective of offending specification, leaving the offending versatility thesis unattained. The lack of such studies may undermine the capability of comprehensively understanding the social learning patterns of online offending. Using a sample of 3741 Chinese college students, this study estimated an array of binary logistic regressions to compare the effects of traditional and online social learning in four types of online offending (online sexual harassment, cyberbullying, hacking, and digital piracy). The results suggest that offending versatility and offending specification co‐exist in the social learning process of cyber deviance, while offending specification explains a marginally greater variance. Besides, online learning variables act as potential mediators in the relationships between traditional learning and cyber deviance. Furthermore, traditional social learning shows greater predictive power in cyber‐enabled crimes than in cyber‐dependent crimes. Our study provides fresh empirical evidence for the non‐exclusive association between offending versatility and offending specification in the social learning process of cyber deviance.
... The first is enactive mastery, or experiences with repeated performances of success. Mastery is considered one of the strongest potential developers of self-efficacy and is facilitated when gradual accomplishments build the skills and exposure needed to perform a particular task (Bandura, 1986). Research on mastery experiences in physical education has examined factors regarding (a) school-aged youth motivation, well-being, and performance outcomes in physical education and sport (Chase, 2001;Palmer et al., 2017), (b) teacher education and the effect of lab and practicum experiences on pre-service PETs (Martins et al., 2015), and (c) contextual or organizational experiences affecting in-service PETs, such as professional development (Martin et al., 2008;Sum et al., 2018). ...
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs (n=16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.
... He suggested that behavior is driven by unconscious conflicts between the id, ego, and superego and that early childhood experiences can impact behavior. Cognitive theory (Bandura, 1986) emphasizes the role of thought processes in shaping behavior and suggests that people's beliefs, attitudes, and expectations can influence their behavior. Humanistic psychology (Maslow, 1968) has five levels of needs in shaping peoples' behavior. ...
... They are truthful and pure, filled with specific information, and they provide immediate, clear insights into our current capabilities and the next steps required for improvement. This is why a particular wrong note can indeed be thought of as perfect" [3,[24][25][26][27]. Westney's insights suggest that addressing MPA and reframing the perception of mistakes can significantly enhance the learning process, allowing students to engage more honestly and productively with their musical education. ...
This research aims to investigate psychological anxiety factors, particularly Music Performance Anxiety (MPA), that influence the sustainability of music learning systems. This study employs an innovative integration of qualitative and quantitative methodologies, marking the first use of a nonlinear system paired with a comprehensive data framework for analyzing questionnaire responses. This approach allows for a detailed examination of the effects of these factors on academic outcomes. Previous research has primarily focused on the fragmented music learning system from the perspective of teachers' instructional strategies, emphasizing phased teaching methods and learning objectives which focus often neglected a significant subset of music learners. Addressing this oversight, the current study specifically centers on the emotional aspects of anxiety within music learning systems, with a particular emphasis on students, who play a crucial role in music education. This perspective enables a deep exploration of how MPA and other related emotional factors affect music learning systems. A notable innovation of this research is the development of a stochastic nonlinear system designed to model the psychological factors impacting student music learning, complemented by a quantitative model that assesses actual learning outcomes. By analyzing this nonlinear system, the research identifies weight values for various negative emotions, particularly those related to MPA, that significantly influence the music learning process. The integration of MPA and other anxiety related emotional factors with practical learning outcomes provides a comprehensive understanding of their combined impact on the music learning system. These insights are invaluable for educators and policymakers aiming to enhance both the effectiveness and emotional well-being within music education. This comprehensive approach offers a novel perspective in understanding and improving the dynamics of music education through a more empathetic and scientifically grounded lens.
... The successful implementation of new technology is closely linked to social and human factors, explored through technology acceptance models (Davis, Bagozzi, and Warshaw 1989;Savela, Turja, and Oksanen 2017;Venkatesh and Davis 2000), with notable models including the technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT) and innovation diffusion theory (Davis, Bagozzi, and The Potential of Telepresence in Libraries Warshaw 1989; Malhotra and Galletta 1999;Venkatesh et al. 2003;Rogers 1995). Social cognitive theory by Albert Bandura (1986) explains how technology use intentions, often integrated with usability theories. These models address user concerns, aiding successful technology implementation . ...
The paper presents a study of library and information science students’ perceptions and experiences related to the use of telepresence robots (TPRs) in libraries, with a specific focus on students assuming the role of library consultants. The study explores the innovative application of TPRs, such as Double, Ohmni and Temi, within library settings. The findings of the research reveal a positive perception of TPRs, emphasising their potential for fostering innovation, increasing engagement, providing flexibility and overcoming geographical constraints. The study also identifies distinct advantages of TPRs, including remote accessibility, enhanced communication, flexibility, a personalised user experience and cost savings. However, concurrent challenges, such as limitations in nonverbal communication, pointing accuracy, connectivity issues, space requirements, costs, safety, security concerns and varying levels of user acceptance emerge as crucial areas for refinement. While the results may not be generalisable due to the limited sample size, the study underscores the transformative potential of TPRs in libraries and the necessity of addressing these challenges to optimise their application. Further research, technological advancements and user feedback can help refine and optimise the use of TPRs in libraries to provide innovative and accessible assistance.
... 22 Selfefficacy denotes the belief in one's ability to plan and perform desired activities and reflects confidence in the ability to exert control over one's own motivation, behaviour, and social environment. 23 Prior work in patients with diabetes have found that better foot self-care was predicted by lower diabetes distress 24 and higher self-efficacy. 25 These two constructs were also found to be negatively correlated with each other 26 and associated with illness perceptions. ...
Diabetic foot ulcers (DFUs) are one of the most prevalent and costly diabetes complications, associated with diminished quality of life and poor prognosis. Management of DFUs relies heavily on patients' foot self‐care behaviour. This study aims to explore psychological determinants of this important behaviour among primary care patients. A total of 186 patients with active DFUs self‐reported their illness perception, diabetes distress, self‐efficacy, and foot self‐care behaviour. Structural equation modelling was performed to examine interrelationships among measured variables. The final model demonstrated satisfactory fit, CFI = 0.933, TLI = 0.913, RMSEA = 0.050, SRMR = 0.073, χ²(95) = 132.256 (p = 0.004), and explained 51.1% of the variance of foot self‐care. Illness threat perceptions (i.e., consequence, timeline, identity, concern, and emotion) had a direct positive effect on foot self‐care behaviours, but also indirectly decreased foot self‐care through increasing diabetes distress. Control perceptions (i.e., personal control, treatment control, and coherence) were not directly associated with foot self‐care behaviours, but indirectly improved foot self‐care by reducing diabetes distress and increasing foot care confidence. These findings suggest illness perceptions, diabetes distress, and self‐care confidence as modifiable predictors to be targeted in self‐management interventions for patients with DFUs.
... Se trata de un marco teórico-conceptual que combina algunos conceptos de política educativa (Kaplan y Baldauf, 1997) con la visión ideológica de gubernamentalidad de Foucault (1991) y hace una propuesta innovadora para agregar un nivel analítico a dicha política de implementación. Otro aspecto innovador es la aplicación de la teoría de la autoeficacia de Bandura (1986), del área de la psicología, al estudio de las creencias en el área de la enseñanza y el aprendizaje lenguas (Murrieta y Reyes, 2019) y al de la investigación misma (Reyes, 2013). ...
El presente estudio analiza la producción investigativa en el campo de la enseñanza y el aprendizaje de lenguas extranjeras en Quintana Roo en el periodo que va del 2012 al 2021. Para su elaboración se efectuó un riguroso trabajo de indagación documental y bibliográfica. El trabajo informa sobre las tendencias, presencias y ausencias en los objetos de estudio y los referentes teóricos y metodológicos utilizados para hacer investigación. Se seleccionaron 62 trabajos producidos por 52 autores. Entre los productos se encuentran principalmente artículos de revistas y capítulos de libros, seguidos, en mucho menor medida, de tesis de maestría, libros, memorias publicadas y tesis de doctorado. La línea temática más estudiada fue, por mucho, la de aprendizaje y en segundo lugar la de formación docente. En estos trabajos convergen estudios de corte didáctico sobre diferencias individua- les, de tecnología educativa, sobre el Programa Nacional de Inglés en Educación Básica, acerca del quehacer investigativo en el área de las lenguas extranjeras y en estudios de corte contextual y cultural. La perspectiva metodológica más utilizada fue la cualitativa y, en un porcentaje muy cercano, cuantitativa; los trabajos de tipo mixto fueron escasos. Los estudiantes de licenciatura son los sujetos y el nivel educativo más investigados. Los constructos teóricos-conceptuales más utilizados son propios del área de la enseñanza-aprendizaje de lenguas extranjeras. Se concluye que, en 10 años, aumentó significativamente la calidad de la investigación que se realiza en el área de la enseñanza-aprendizaje de las lenguas extranjeras en el estado.
... It argues that a person's cognitive appraisal of a circumstance, such as frightening or challenging, affects their emotional and physiological responses to stress-perceptions of control, predictability, and selfefficacy impact stressor-stress outcomes. Social Cognitive Theory (Bandura, 1986) emphasizes social and cognitive factors in stress perception and reaction; according to Bandura, observation, socialization, and self-reflection shape stress beliefs and attitudes. Stress management depends on social support, emotional intelligence, and modeling appropriate coping behaviors. ...
The current study investigated the relationship between attachment styles, emotional intelligence, and perceived stress among law students. Predictors of the perceived stress were also investigated, including identifying the participant scores (low, moderate, and high) on the study variables. Purposive sampling techniques were used to approach the (N = 150) participants enrolled in the various private and government law institutes in Lahore, Pakistan. The sample size was calculated online by using the G. Power calculator. A correlational research design and survey method were used. The Person's Product-Moment correlation results indicated a significant relationship between attachment styles, emotional intelligence, and perceived stress. The magnitude of the relationship varied from .17 to .90 (moderate-high). At the same time, the findings of the step-wise regression analysis retained two model structures, accounting for 29% of the variance. They indicated that attachment styles and emotional intelligence significantly predicted the perceived stress among law students. Implications of the study were discussed in the cultural context of Pakistan.
... This research result is similar to that of Chen et al. (2022) and Zaharias et al. (2013). According to Bandura (1986) and White (1995), motivation is an individual's response to environmental changes and represents the interaction between individuals and the environment. From the results of this study, it can be inferred that the environmental coping modes generated by these two science demonstration modes for the children were similar. ...
This study explored the impact of interactive e-books on the viewing behaviors of children in science demonstrations at museums. To conduct this study, an interactive e-book on a pendulum experiment was developed and integrated into a physical science demonstration at a museum. Two scientific demonstrations were conducted in this study. The first demonstration was conducted using the conventional science demonstration method, without integrating the interactive e-book into the demonstration. The second was a science demonstration with an integrated interactive e-book. The study analyzed and compared the children’s learning motivation, viewing behaviors, and knowledge gained in both demonstrations. The results showed that the different science demonstrations did not significantly affect the children’s current knowledge gain or learning motivation. However, the sequence analysis revealed that in the conventional science demonstration without the interactive e-book, children were more engaged in observing the science demonstration, experiment, and instrument operation and interacting with neighboring viewers. In contrast, in the science demonstration with the integration of the interactive e-book, children had more physical involvement, including pointing at the answers in the e-book, swinging their arms with the pendulum animation, and nodding when confused about the expected results. In addition, the children who joined the demonstration with the interactive e-book made more attempts to learn about procedural knowledge. These results demonstrated that both learning modes have similar learning effects on children, indicating the feasibility of the two learning modes. Furthermore, the results revealed that children’s needs might differ when engaged in different modes of science demonstrations; for example, conventional modes need more support from companions, whereas e-book modes need more children’s physical participation.
... Diesbezüglich existiert ein breiter Konsens in den Game Studies, dass Spieler*innen im Sinne dieser (Inter-)Aktivität, verbunden mit einer i. d. R. sehr weitreichenden intradiegetischen Wirk-und Handlungsmacht der Spieler*innen -es werden durch die Spieler*innen Kriege entschieden, Welten gerettet oder Imperien begründet -, ein besonderes Maß an Selbstwirksamkeit erfahren; Selbstwirksamkeit, die als Konstrukt der sozial-kognitiven Lern-und Handlungstheorie auf Bandura (1986) zurückgeht, wird hier verstanden als "die subjektive Gewissheit, neue oder schwierige Anforderungssituationen auf Grund eigener Kompetenz bewältigen zu können" (Schwarzer und Jerusalem 2002, 35). ...
Die Identitäre Bewegung gilt im Rahmen der Diskurse der deutschsprachigen Rechtsextremismusforschung als bedeutsame rechtsextreme Gruppierung, der insbesondere hinsichtlich ihrer digitalen Propagandastrategie, die weitläufig als innovativ und effektiv beschrieben wird, ein besonderer Einfluss auf die Neue Rechte zugeschrieben wird. Ein im Rahmen dieser digitalen Propagandastrategie potentiell zukunftsweisendes Instrument, das bisher in der diesbezüglich ansonsten sehr umfassenden Forschung nur vereinzelt aufgegriffen wurde, stellt die Entwicklung und Veröffentlichung von dezidiert für propagandistische Zwecke entwickelten Computerspielen dar; ein in diesem Sinne aktuelles Beispiel ist das 2020 veröffentliche Computerspiel Heimat Defender: Rebellion (HDR), das nach Aussagen des Entwicklers bewusst entwickelt wurde, um die metapolitischen Bestrebungen der Identitären Bewegung zu unterstützen. Im Sinne dieses insofern potenziell für die Neue Rechte zukunftsweisenden Instrumentes werden in dem Beitrag, basierend auf den Erkenntnissen der Rechtsextremismusforschung zur Identitären Bewegung, am Beispiel von Heimat Defender: Rebellion die besonderen propagandistischen Potenziale von dezidiert für propagandistische Zwecke entwickelten Computerspielen diskutiert; dies geschieht unter Einbezug theoretischer Zugänge und Erkenntnisse der Game Studies, Medienpädagogik und Lernpsychologie. In dem Beitrag zeigt sich u. a., dass sich Computerspiele für die Identitäre Bewegung deshalb besonders als digitales Propagandainstrument eignen, da sie, eng kontrolliert von den Entwickler*innen, jedwede Ideologie transportieren und politische Sinn-und Kausalzusammenhänge über die Spielwelt und-mechanik manipulativ inszenieren können. Ebenso lassen sich die parasoziale Beziehung zwischen Computerspieler*innen und virtuellen Spielfiguren instrumentalisieren sowie auch die durch Computerspiele beförderten (politischen) Selbstwirksamkeitserwartungen manipulativ nutzen.
... In Pakistan, nearly 25% of all fatalities are attributed to noncommunicable diseases (6). The prevention of NCDs necessitates ongoing lifestyle modifications, as substantial evidence indicates that an individual's perspective and physical surroundings significantly influence their approach to disease prevention and management (7)(8)(9). Cities play a crucial role in achieving global health goals by increasing health and well-being and ultimately reducing the burden of noncommunicable diseases in communities. NCDs, responsible for millions of deaths annually, are a pivotal factor in achieving these health objectives. ...
Background: Noncommunicable diseases (NCDs) such as diabetes, hypertension, and cardiovascular diseases are major global health concerns, surpassing the mortality rates of communicable diseases. These conditions pose significant challenges to global development, particularly in low- and middle-income countries where two-thirds of NCD-related deaths occur. In Pakistan, NCDs account for nearly 25% of all fatalities. The prevention of NCDs requires continuous lifestyle modifications, and evidence suggests that the physical environment and urban design play crucial roles in influencing health behaviors and outcomes. Objective: This study aimed to assess doctors' perspectives on the role of cities in the prevention and management of NCDs in Pakistan, and to identify barriers and enablers to the development of healthy city policies. Methods: This descriptive exploratory study employed a qualitative approach, conducted at various private hospitals in the Twin Cities. A purposive sample of approximately 20 doctors from medical units and outpatient departments participated in focus group discussions (FGDs). Data were collected using a semi-structured interview guide, and the FGDs were audio-recorded with participants' consent. Thematic analysis was performed to identify major themes and subthemes related to the role of urban environments in NCD prevention and management. Results: Participants recognized the importance of physical activity, healthy environments, and lifestyle modifications in preventing NCDs. Key barriers to physical activity included socio-cultural norms, environmental limitations, and political/legislative challenges. Facilitators included individual willpower, health-seeking behavior, supportive policies, and perceived benefits. Poor air quality and the lack of green spaces were significant contributors to the increased prevalence of NCDs. Participants emphasized the need for government intervention to improve urban infrastructure, promote physical activity, and enhance public health initiatives. Conclusion: Well-planned cities can significantly reduce the burden of NCDs by addressing modifiable risk factors. Governments must prioritize the development of infrastructure that promotes physical activity, improves air quality, and increases access to green spaces. Comprehensive multisectoral strategies are essential to combat the rising threat of NCDs, particularly in rapidly urbanizing areas.
... Two hypotheses are proposed in Bandura's social cognitive theory: one is the triadic theory of learning which indicates that personal behavior, personal factor, and environmental factors have dynamic interactions; the second hypothesis is that people have subjective initiative and intentional ability. People can be selforganized, positive, self-regulated, and self-reflective of the external circumstances (Bandura, 1986) rather than "just the products of them" (Bandura, 2006). Therefore, self-efficacy profoundly influences preservice teachers' subsequent thoughts, emotions, and behaviors when their teaching behaviors interact with personal impact factors (e.g., personal belief) and external impact factors (e.g., classroom environment and school climate). ...
With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching and their professional development in the early stage. This study adopted a quantitative research method to examine the changes in the self-efficacy and pedagogical beliefs of preservice teachers after student teaching during the initial teacher education stage in the Japanese context and how preservice teachers’ self-efficacy and pedagogical beliefs changed during the COVID-19 pandemic. A sample of 133 preservice primary teachers in a university in Western Japan was recruited in this study. Two structured surveys were used to collect the data, and factor analyses and paired t-tests were fitted. This study verified the validity and internal consistency of two surveys in the Japanese context. The results showed that the Japanese preservice teachers’ self-efficacy made a steeper change after student teaching. Their pedagogical beliefs increased significantly, however, yielded a small effect. The results suggested that student teaching is an essential source of influence on preservice teachers’ self-efficacy and pedagogical beliefs. This study contributes to the meaningful application of theories developed in the West to Japan by highlighting the Japanese educational context. This study provides implications for effectively reinforcing preservice teachers’ self-efficacy and pedagogical beliefs through developing deeper reflection skills, thus supporting them to overcome various challenges in their future teaching careers.
Despite the enormous effort to understand the factors driving chatbot effectiveness, researchers are not univocal. The profound literature audit we performed demonstrated that various theories have been employed in order to identify the key drivers of chatbot efficiency. Utilitarian (i.e., cognitive related), hedonic (emotion related), and social components emerged to shape the chatbot performance evaluation, as summarised in the thematic map and taxonomy we developed (see Chap. 2). The core theoretical notions are organised around three main pillars: acceptance models, behavioural theories, and social influence theories. The acceptance models included are: TAM, UTAU, Diffusion of Innovation, Gratification theory, and Uncanny Valley theory. Frameworks like the Planned behaviour, Reasoned action, Self-determination, Motivation, and Big five are among the most frequently cited in the papers audited and thus are discussed hereby in detail. In addition to these theories, anthropomorphism, social agency, social presence, social response, parasocial interaction, and CASA theories are brought to the table. Fundamental paradigms, with relevant examples and related papers, are summarised in taxonomy of core theories applied in chatbot context (see Fig. 3.1) and presented in detail below.
Classification of key theories applied in the chatbot context
This study aimed to reveal the metacognitive awareness of reading strategies of non-Arabic speaking learners and its relation of their self-efficacy in learning the skill of reading. A random sample of (81) non-Arabic speaking males and female's learners at the major of Arabic Language and Literature at Yarmouk University-Jordan was chosen. To achieve the aims of the study, the researcher used the scale of Awareness of Reading Strategies Inventory (MARSI) which was developed by Mokhtari et al (2018). The scale consisted of (15) items distributed to three areas: Global Reading Strategies (GRS), Problem Solving Strategies (PSS), and Supportive Reading Strategies (SRS). The researcher also used the of Self-efficacy which was developed by Demirel and Epçaçan (2011) which consisted of (27) items. The validity and reliability of the tools have been validated. According to the statistical analyses of the research, the outcomes of the study revealed that the degree of Metacognitive Awareness of Reading Strategies of non-Arabic speaking learners is high on all items in the scale; The problem-solving strategies ranked first with a high evaluation score, followed by the Supportive Reading Strategies with a high evaluation score, then the global reading strategies with a moderate evaluation score, The outcomes revealed that the level of appreciation of non-Arabic speaking learners for their self-efficacy in learning the skill of reading was moderate. The outcomes also showed a statistically significant positive correlation between the Metacognitive awareness of reading strategies of non-Arabic speaking learners and self-efficacy in learning the skill of reading. Considering the outcomes of the study, the researcher presents several recommendations.
Multi-wave-cross-lagged-panel models (CLPMs) of directional ordering are a focus of much controversy in educational psychology and more generally. Extending traditional analyses, methodologists have recently argued for including random intercepts and lag2 effects between non-adjacent waves and giving more attention to controlling covariates. However, the related issues of appropriate time intervals between waves (lag1 intervals across waves) and the possibility of contemporaneous (lag0) effects within each wave are largely unresolved. Although philosophers, theologians, and scientists widely debate sequential (lagged) and simultaneous (lag0) theories of causality, CLPM researchers have mostly ignored contemporaneous effects, arguing causes must precede effects. In a substantive-methodological synergy, we integrated these issues and designed new structural equation models to reanalyze one of the strongest CLPM studies of academic self-concept (ASC) and achievement (five annuals of mathematics data; 3527 secondary school students). A taxonomy of models incorporating various combinations of lag0, lag1, and lag2 effects, random intercepts, and covariates consistently supported a priori reciprocal effect model (REM) predictions—medium or large reciprocal effects of ASC and achievement on each other. Consistent with self-concept theory, effects of ASC on achievement evolved over time (lag1, not lag0 effects), whereas effects of achievement on ASC effects were more contemporaneous (lag0, not lag1 effects). We argue that lag0 effects reflect proximal events occurring subsequent to the previous data wave, suggesting the need for shorter intervals but also leaving open the possibility of contemporaneous effects that are truly instantaneous. We discuss limitations and future directions but also note the broad applicability of our statistical models.
Participatory Monitoring and Evaluation (PM&E) is increasingly recognized as a key approach to ensure accountability and effectiveness in donor-funded projects. However, the quality of data dissemination practices within PM&E has been identified as a critical factor affecting project outcomes. This study examines the influence of data dissemination practice in PM&E on the performance of donor-funded projects across Africa. A mixed-methods approach was used, combining quantitative analysis of project data from 150 projects across 20 African countries with qualitative interviews with project managers, implementers, and stakeholders. The results show that data dissemination practices significantly impact project performance, with projects that effectively disseminate data to stakeholders demonstrating improved outcomes, including increased project coverage, reduced costs, and enhanced sustainability. The study also identifies key barriers to effective data dissemination, including limited capacity, inadequate infrastructure, and lack of stakeholder engagement. The findings suggest that strengthening data dissemination practices in PM&E is crucial to ensuring the success of donor-funded projects in Africa. The study's implications for policy and practice highlight the need for donors, governments, and implementing organizations to prioritize data dissemination as a critical component of PM&E, and to invest in capacity-building and infrastructure development to support effective data dissemination.
The role of motivational processes in self-regulated learning is recognized in all the models of self-regulated learning, but differently conceptualized. Integrating the presumptions of the expectancy-value model, models of self-regulating learning, and distinction between motivational beliefs related to learning process and related to self-regulation of learning, we formed the reconceptualized model of the role of motivational beliefs in self-regulated learning in the process of learning mathematics. In our model we presume that motivational beliefs related to a specific domain can be considered as a precursor of self-regulated learning, while motivational beliefs related to the self-regulation of learning can be viewed as mediators of self-regulated learning. The participants in our study were 582 secondary school students. We explored the role of their motivational beliefs related to learning mathematics (self-efficacy for learning, subjective task value) and related to self-regulation of learning (self-efficacy for self-regulated learning, perceived cost) in predicting two different outcomes of self-regulation in learning – student behavioural engagement and procrastination. The results of our research suggest that the relationship between mathematics-related motivational beliefs and criterion variables (student behavioural engagement and procrastination) is mediated by motivational beliefs related to self-regulated learning. Consistent with our reconceptualized theoretical model, our results indicate that motivational beliefs related to the specific domain of mathematics do not predict behavioural engagement and procrastination in mathematics directly as hypothesized by expectancy-value theory, while indirect effects through motivational beliefs related to self-regulation are in line with our reconceptualized theoretical model.
In this study, the aim was to examine the effects of augmented reality application-based activities and argumentation enriched with these activities on the conceptual learning and self-efficacy of fourth-grade primary school students in the 'Properties of Matter' unit. To achieve this goal, the 'Science and Technology Self-Efficacy Scale (STSES)' developed by Tatar et al. (2009) and the 'Concept Learning Test on Properties of Matter (CLTPM)' developed by the researcher were used as data collection tools. The focus of the research is to investigate the effects of augmented reality applications and the argumentation method on these variables. The research was conducted with a quasi-experimental design of pre-test-post-test control groups, which is one of the quantitative research designs. The sample of the study consists of a total of 78 fourth-grade students studying in three different branches of a state school in the center of Konya province, Turkey. The branches were determined as two experimental groups and one control group, each consisting of 26 students. In this study, experimental group 1 was provided with argumentation-based science education supported by augmented reality applications, experimental group 2 received science education only through augmented reality applications, while the control group was taught using the regular science curriculum. The scales of the study were applied as pre-test before the experimental application and as post-test after the experimental application, and the data were obtained. The data were analyzed using one-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) on SPSS. When examining the results of the pre-test, no statistically significant difference was found among the experimental group 1, experimental group 2, and control groups in terms of the pre-test averages for " CLTPM " and " STSES." These results indicate that the groups were comparable before the interventions. Upon analyzing the post-test results of the conceptual learning test, it was determined that augmented reality applications and augmented reality-supported argumentation activities had a positive effect on students' conceptual learning. However, no significant difference was detected in the post-test averages for " CLTPM " between experimental group 1, which used augmented reality-supported argumentation activities, and experimental group 2, which solely utilized augmented reality applications. When examining the post-test averages of the self-efficacy scale among experimental group 1, experimental group 2, and the control group, no statistically significant differences were observed among the three groups.
Given the traditional methods of treating obesity through education on controlling eating and increasing exercise have largely failed beyond the very short term, a more intensive focus on psychosocial correlates of those weight-loss behaviors has been suggested. Multiple behavioral theories incorporate self-regulation, self-efficacy, and mood; however, their interrelations and effects over both the short and long term within cognitive-behavioral obesity treatments remain unclear. Within a novel community-based program with women with obesity who had either low (n = 29) or high (n = 71) mood disturbance scores, there were significant improvements in exercise- and eating-related self-regulation and eating-related self-efficacy—primary targets of that intervention—with no significant difference in those changes by mood disturbance grouping. Changes in the summed exercise- and eating-related self-regulation scores significantly mediated relationships between changes in eating-related self-efficacy and weight (over both 6 and 12 months). There were similar results with mediation assessed via the extent exercise-related self-regulation carried over to eating-related self-regulation. In both of those models a reciprocal relationship between self-regulation and self-efficacy changes was indicated. In serial multiple mediation equations, paths of changes in exercise-related self-regulation → eating-related self-regulation → eating-related self-efficacy → weight were significant. However, paths were not significant when change in self-efficacy was entered as the predictor (initial) variable. Findings suggest viability in first focusing on exercise-related self-regulation, then eating-related self-regulation, in the course of increasing self-efficacy and probabilities for inducing enough sustained weight loss to improve obesity-associated health risks. Benefits of field-based research findings generalizing to weight-management applications were suggested.
Behavioral obesity treatments are typically unable to facilitate meaningful weight loss beyond the short term. Implications of malleable psychosocial factors are unclear, which limits behavioral intervention contents. The current aim was to inform obesity treatments to improve their foci on psychosocial factors leading to resilient behavioral changes and maintained weight loss.
Based on pre-planned analyses, women participating in a community-based obesity treatment emphasizing self-regulation and exercise, and who lost at least 3% of their initial weight (N = 89), were measured on eating-related self-efficacy, negative mood, emotional eating, body satisfaction, and self-regulating eating at baseline, Month 3, and Month 6; and on weight change over 12 months.
From baseline to Month 6, there was a significant overall improvement in each psychosocial variable. In separate multiple regression equations, scores at (1) Month 6, (2) change from baseline to Month 6, and (3) change from Month 3 to Month 6 were entered as predictors of maintained weight loss from Month 6 to Month 12. Using a backward elimination process, only negative mood was retained in the final Month 6 model, and significantly predicted maintained weight loss (R2adjusted = .03, p = .050). Changes in self-efficacy, mood, emotional eating, and self-regulation were retained in the final baseline to Month 6 model, and significantly predicted weight loss maintained over 12 months (R2adjusted = .30, p < .001).
Findings add to research on obesity treatment development by suggesting an enhanced focus on facilitating changes in self-efficacy, mood, emotional eating, and self-regulation may enhance maintenance of lost weight (or increase weight loss).
Background
A significant rise in childhood obesity worldwide over the past three decades highlights the urgent need for early interventions, especially in preschools as key settings for child development. This study aimed to assess the feasibility and fidelity of a randomised controlled trial of “I’m an Active Hero” (IAAH), a theory- and evidence-based multi-component behaviour change intervention targeting physical activity and sedentary behaviour amongst preschool-aged children.
Methods
Two preschools in Taif city, Saudi Arabia were randomly assigned to either the intervention (n = 3 classrooms) or the usual curriculum control group (n = 3 classrooms). The intervention ran for 10 weeks from February to April 2023 and consisted of teacher-led physical activity and sedentary behaviour sessions in preschools, with an additional interactive home component. Primary outcome measures included intervention fidelity, recruitment rates, attrition rates, and compliance with trial procedures. Secondary outcomes included body mass index (BMI), objectively measured physical activity, and sedentary time via the ActiGraph GT3X accelerometer. Outcomes were measured at baseline and at 10 weeks in both study arms.
Results
The preschool intervention component had high fidelity (93.3%), but the home component fidelity was lower (74%). A cluster-level recruitment rate of 12% (13/112 centres) was attained, whilst the individual-level recruitment rate stood at 36% (52/143 children, mean age of 4.16 years; 23 girls). Attrition was 10%. Compliance varied with 90% for BMI, 71% for accelerometery, and 45% for questionnaires. The intervention group showed small decreases in BMI, slight increases in physical activity, and decreases in sedentary time at follow-up compared to the control group. Parents, facilitators, and assistant teachers considered the intervention to be feasible and beneficial.
Conclusion
The IAAH intervention was feasible to implement in Saudi Arabian preschools. Facilitators showed high fidelity in delivering it. However, preliminary data did not demonstrate effectiveness. A more comprehensive evaluation across a broader population is warranted. The intervention could be revised to optimise recruitment, compliance, and fidelity of the home-based component. Successful elements from this pilot should be retained whilst adaptations to implementation are made to strengthen key areas.
Clinical trial registration: ClinicalTrials.gov, NCT05754359.
This book of proceedings gathers the contributions presented at the 6th URV Doctoral Workshop in Computer Science and Mathematics. The main aim of this workshop is to promote the dissemination of the ideas, methods and results that are developed in the Doctoral Thesis of the students of this doctorate program, and to promote the knowledge sharing, collaboration and discussion between their respective research groups.
This thesis seeks to analyse power dynamics in the relationship between Facebook users and the recommender system algorithms that govern their online experience. It places contemporary debates surrounding Facebook’s content in constructivist theories of the power/knowledge nexus. Through this lens, previously under-explored questions of algorithmic power and the associated distribution of responsibility can be addressed. What is an algorithm? Does our conception of them matter? Are they what is powerful? Do people experience this as power? Are we therefore powerless?
Chapter 2 outlines key terms used in the theoretical framework in Chapter 3. Here I explore conceptions of algorithms and determine which is required for the exploration of power relationships therein. Chapter 4 identifies the utility, ethics and limitations of my chosen methodology of interviews to explore my research questions. Chapter 5 presents results and divides the discussion into two key aspects of the power/knowledge nexus on Facebook: power derived from knowledge and knowledge defined by power. I conclude that to locate user agency we must view the algorithm as part of an assemblage. When viewed as such, user agency is indeed found (both theoretically and empirically) to be partially possible on Facebook, and is located to varying degrees in privacy, knowledge and participation. Nonetheless, more effective agency is dependent on collective action with other components in the assemblage (such as coders and other users), and thus this theoretical conception effectively reveals the boundaries of where agency is and is not found.
The main aim of this study is to examine university students’ satisfaction with remote learning, analysing their socio-demographic and personal factors, the perception of online interactivity and of the online means used by academics considering two important moments: one academic year from the pandemic period (2020–2021) and one from the post-pandemic period (2022–2023). The sample included 1493 university students in a cross-sectional correlation research design. We found significant direct effects of techno-creators and techno-inhibitors on satisfaction, and of e-learning use on satisfaction. Technostress inhibitors have significant positive effects on e-learning use, learning engagement and negative effects on technostress creators. The relationship between technostress creators and satisfaction is partially mediated by learning engagement and e-learning use. Uncertainty has mediated effects on e-learning satisfaction. The results show that students expected almost all the features of the platforms to be used more in 2022–2023, when classes became preponderantly face-to-face. The results are slightly different during the two years of the analysis.
Engaging in learning with colleagues is paramount for teachers to enhance students’ learning. To be effective and sustainable, it requires engagement both by individual teachers as well as whole teams. Surprisingly however, research examining learning activity as a characteristic of individuals in teams and a property of teams, as well as their antecedents on both levels, is still scarce. This study examined how perceptions of transformational leadership, as mediated by goal interdependence and collective-efficacy, facilitate teachers’ engagement in information sharing, and whether effects are similar for individuals and teams. Questionnaire data were analyzed using multilevel structural equation modelling. Results showed that individual engagement in information sharing and individuals’ perceptions of goal interdependence were directly impacted by transformational leadership practices. Information sharing of teams, and collective efficacy, were impacted by consistent perceptions of goal interdependence. Teachers shape their learning amongst themselves in teams, with individual support from their leader.
The digital consumer is gaining importance in the current digital age and there is a need to adapt to the changing context. When discussing digital consumer protection, it's critical to gauge the degree of digital financial literacy. This study explores the mediating role of financial self-efficacy and financial confidence between digital financial literacy and digital consumer protection. The study was conducted in the Indian context, and the target population was users of digital platforms for financial activities in the age group of 20 to above 60. It was found that digital financial literacy significantly impacts digital consumer protection, financial self-efficacy, and financial confidence. However, only Financial self-efficacy and digital financial literacy impact digital consumer protection. It shows that financial self-efficacy mediates the relationship between digital financial literacy and digital consumer protection. This study will benefit the users of digital platforms and assist government/ non-government agencies in designing digital consumer protection programs.
Two psychological variables are of interest in the study of consumers: brand personality perceptions (per social cognition, beliefs that brands exhibit human-like attributes) and nudges (per behavioral economics, an attempt to influence behavioral change that benefits the consumer without taking away their right to choose). However, no known research exists about whether these variables explain behavioral intentions to consume podcasts, specifically. This is relevant because perceptions of mass media brands are historically negative, and consumers increasingly seek out independent media (e.g., Breaking Points). Therefore, this dissertation’s purpose was to use Breaking Points as an example to study the influence of brand personality and nudges on behavioral intentions to subscribe to a podcast. In two survey experiments (total N = 486 United States adults recruited via CloudResearch’s Connect), brand personality perceptions (i.e., sincerity, competence, status) were hypothesized to explain intentions to subscribe. Likewise, those exposed to the potential nudge were expected to report stronger intentions, compared to those unexposed. All participants viewed a description about and a clip from the podcast. Some were also randomly assigned to view a potential nudge from Breaking Points’ YouTube channel. Then, all participants answered questions about the podcast’s brand personality, about intentions to subscribe, and about psychographics. In both experiments, hierarchical regression revealed that brand personality significantly explained behavioral intentions while controlling for potential confounds (average R2 = 40%). The findings provide evidence that brand personality knowledge can expand into podcasts. In contrast, future research should investigate other stimuli that could potentially nudge podcast consumers.
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