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Social foundations of action: A social - cognitive theory
... The theoretical lens used in this study was the Social Cognitive Theory (SCT) first proposed by Bandura (1986), who identified the role of observational learning, self-efficacy, and outcome expectations in shaping human behavior. SCT provided a relevant framework for understanding the dynamics involved in the integration of ChatGPT into educational contexts from the perspective of college students. ...
... For RQ1, SCT suggested that students' perceptions of the benefits of instructors using ChatGPT in college courses may be influenced by their self-efficacy beliefs regarding their ability to use and leverage the AI tool effectively. Additionally, the environmental factor of instructors' use of ChatGPT may shape students' perceptions and subsequent behavior (Bandura, 1986). For RQ2, SCT posited that students' perceptions of the drawbacks of instructors using ChatGPT in college courses may stem from personal factors, such as their beliefs about the potential risks or limitations of AI tools in education. ...
... For RQ2, SCT posited that students' perceptions of the drawbacks of instructors using ChatGPT in college courses may stem from personal factors, such as their beliefs about the potential risks or limitations of AI tools in education. Furthermore, the environmental influence of instructors' use of ChatGPT may interact with students' personal factors to shape their perceived drawbacks (Bandura, 2001). For RQ3, SCT suggested that students' planned use of ChatGPT, if permitted, and their perceptions of its impact on their learning experience may be influenced by their self-efficacy beliefs and personal factors, such as their confidence in using AI tools effectively. ...
Artificial intelligence tools such as ChatGPT have emerged as a disruptive force in higher education. Stakeholders are debating the integration and relevance of AI in education to improve student learning outcomes. Further investigation is needed to determine not only the pedagogical impact but also address issues such as ethics, bias, and privacy, which may act as barriers to the institutional adoption of AI tools. The purpose of this study was to explore student perceptions toward ChatGPT, including its benefits, challenges, and applications when used in college courses. This study addresses a gap in understanding generative AI's role in education from a student perspective , which can help educators develop effective plans for implementation in academic settings. Inductive thematic analysis was used as a qualitative methodology for analyzing the data, which was conducted partly by using Large Language Models. The findings of this study showed a complex interplay between AI technology, policy, values, and student outcomes that have implications for research and practice. Recommendations are provided to help Marketing educators use AI tools to improve students' learning outcomes and skills related to AI literacy.
... Enabling ESD competencies encourages greater self-efficacy. Self-efficacy, as a dimension lends itself to categories (or themes), taken from Bandura (1977Bandura ( , 1986Bandura ( , 2000, such as agency, mastery, modelling, problem solving, self-belief/confidence, motivation and these will initially be defined in Supplementary appendix C. These different dimensions of self-efficacy need to be developed through the underpinning competencies in responding to climate change or other sustainability issues (AHE, 2021;UNECE, 2012;UNESCO, 2020). ...
... Self-confidence purports to how one believes one can achieve something. Bandura (1989) and Schunk argued for the need to study peoples' self-perceptions in different settings to see how they respond and cope (Chichekian & Shore, 2016). If we relate this to teaching about climate change, then teachers might think they have sufficient knowledge and understanding to do this as they studied Geography at school. ...
... Modelling is a key category for the development of self-efficacy in that it promotes the value of learning through observation (Holland & Kobasigawa, 1980). Observing the demonstration of actions reduces the threat level imposed by learning complex and confusing information which in turn increases the confidence of a learner and makes sense of the instruction (Bandura, 1989). From the reflections of the teacher educators, the pre-service teachers were directed to recognise actions and their impact on a local scale and then encouraged to reflect on how these changes could be made in their own context and in a continued fashion. ...
The National Climate Education Action Plan (NCEAP) included 9-actions. Action 2: develop an initial teacher (pre-service) education framework for embedding climate change and sustainability education responding to needing a climate action pedagogy to address the requirements of UK National Policy and Department for Education policy paper ‘Sustainability and climate change: a strategy for the education and children’s services systems’ (Department for Education, 2022). This paper presents a research project for implementing a framework across three age phases: early years, primary and secondary (2022–23). It explores the development and alignment of teaching to incorporate understanding of climate and su-stainability education enabling climate action. A qualitative approach was employed, drawing on surveys, reflective statements and interviews. Using thematic analysis the reflective statements from 10-teacher educators and a student focus group were analysed along with a student end point survey responses from 79 pre-service teachers. Exploring the extent to which the framework had facilitated the development of pre-service teachers’ understanding about how to teach climate change and sustainability education. The findings suggest that, whilst the sample size was small, there was the potential to embed climate change and sustainability education using a flexible framework, underpinned by thinking related to competencies across different initial teacher education programmes. Further research is needed to explore how this framework is applied and contextualised, and the impact it has in developing self-efficacy and competencies. An exploration of early adopters as part of a Delphi study or survey might help to contribute to this important area of research.
... Our study applies social learning theory to explain how leader UPB affects the unethical climate at team level. Consistent with the social learning theory (SLT) by Bandura (1986), people acquire proper ethical standards by indirect learning. Within a social setting, people observe, absorb, learn, and internalize these moral values and standards and then they regulate their behavior based on these internal moral principles. ...
... Within a social setting, people observe, absorb, learn, and internalize these moral values and standards and then they regulate their behavior based on these internal moral principles. Leaders and coworkers are the major sources of learning for employees (Bandura, 1986). As per social learning theory (Bandura, 1973), employees should take advice and learn from those who hold positions of authority or status (Bochner & Hesketh, 1994;Lian et al., 2012). ...
... Social learning theory states that employees pick up social cues from their leaders and use to guide their behavior (Bandura, 1971(Bandura, , 1986 as leaders are examples for their staff (Lian et al., 2012). If leaders behave according to the determined values and principles, employees follow this behavior to create some novel behavior patterns (Bandura, 1971(Bandura, , 1999. ...
Our study provides answer to the research question of how leader unethical pro-organizational behavior foster an unethical climate in teams. Based on the principle learning perspective of social learning theory, this study investigates an indirect
association between leader unethical pro-organizational behavior and team-level unethical climate, sequentially mediated through team commitment to leader and team counterproductive work behavior. This is a multi-wave and multisource
study with data collected from 170 leaders and 524 subordinate team-members, empirically supporting the theoretical model. Findings suggest that leader UPB indirectly predicts an unethical climate in teams with full mediation of team
commitment to leader and team counterproductive work behavior. This study discussed the theoretical and practical implications as well as future research avenues.
... To frame our study, we use social cognitive theory posing that individuals learn from observing behaviours of others (Bandura, 1986). Although social cognitive theory outlines that vicarious experience occurs through observation, it focuses on the behavioural outcomes defining that people tend to imitate the observed behaviour when it seems attainable and useful, that seems very rational. ...
... Social cognitive theory suggests people may gain vicarious experience by observing others in real live on via media Bandura (1986). Observation may help to acquire knowledge and skills or provide incentives for behaviours that are recognised, but not actively practised (Bandura, 1986). ...
... Social cognitive theory suggests people may gain vicarious experience by observing others in real live on via media Bandura (1986). Observation may help to acquire knowledge and skills or provide incentives for behaviours that are recognised, but not actively practised (Bandura, 1986). ...
Social media influencers have gained significant popularity particularly within marketing research. However, their impact extends beyond purchase decision making, as they also have the potential to influence attitudes and behaviors through the lifestyles they promote in their content. This study aims to explore the role of influencers in promoting healthier habits, with a specific focus on home-cooking. By investigating how influencers can generate vicarious experiences through recipe content, we aim to understand their impact on individuals’ intentions to cook at home. Grounded in social influence theory, we build an original research model that we evaluate using self-reported data obtained from 213 French female social media users and the partial least squares approach. The findings of our study reveal that positive vicarious experiences are driven by the followers’ parasocial relationship with influencers, a sense of social belonging, and the entertainment factor of the observed behavior. These experiences help shaping followers’ intentions to imitate the influencer’s behavior, such as cooking the recipes they propose. Additionally, we found that the attractiveness of the recipes, the followers’ inclination towards novelty seeking, and their own cooking experience all contribute positively influencing this intention. Overall, our study sheds light on the ability of influencers to exert influence beyond purchase intentions. They possess the power to make a positive impact on their followers’ behavior by providing an immersive vicarious experiences and encouraging a shift towards healthier habits, such as home-cooking.
... The majority of the studies in the area of dark tourism are more theoretical or conceptually validated through various theoretical foundations and models such as Self-determination theory (Ryan & Deci, 1985, Arousal theory (Murray, 1938), Cognitive dissonance theory (Festinger, 1957), Theory of structured experience (Duerden et al., 2015), Bereavement theory, (Parkes, 1972), Social cognitive theory (Bandura, 1986), Theory of planned behavior (Ajzen, 1985), Dystopian dark tourism model, Terror management theory (Greenberg et al., 1986), Morality mediation model (Stone & Sharpley, 2008), Cognitive appraisal theory (Lazarus, 1966), Social exchange theory (Homans, 1958), Wound culture theory (Seltzer, 1998), etc. but recently researchers and academicians have focused on the empirical validation of these theories in the said context (Iliev, 2021) that adds to the enrichment of these theories in the context of dark tourism. There are ample studies available in the literature on dark tourism which are from the perspectives of various stakeholders such as tourists/consumers, residents, governments, service providers or tour operators, etc. ...
... The outcome shows that the maximum number of theories were applied in the year 2020. After delving deep into the existing literature on dark tourism, the authors have found the following theories in the area of dark tourism: Self-determination theory (Ryan & Deci, 1985, Arousal theory (Atkinson, 1957;Murray, 1938), Cognitive dissonance theory (Festinger, 1957) and theory of structured experience (Duerden et al., 2015), Bereavement theory (Parkes, 1972), Social-cognitive theory (Bandura, 1986), Theory of Planned Behavior (Ajzen, 1985), Dystopian Dark Tourism Model (Iliev, 2021), Terror management theory (Greenberg et al., 1986), Mortality mediation model (Light, 2017;Light & Ivanova, 2022;P. Stone & Sharpley, 2008), Cognitive appraisal theory (Lazarus, 1966); Social exchange theory (Homans, 1958), and Wound culture theory (Seltzer, 1998); The Mortality Mediation model is the individual theory that is applied most frequently in dark tourism (refer to Table 9). ...
... In this sub-section on tourist behavior theories, it was found that the authors have used the following theories. Social cognitive theory (Bandura, 1986) tells us about moral conduct. According to Sharma, (2020), tourists at dark sites are more likely to behave aggressively if they break away from their ethical behavior process. ...
This study aims to conduct a systematic review of the literature on dark tourism to summarize the multiple studies under one paper and identify the latest trends that have influenced dark tourism. The paper uses various techniques of bibliometrics through the open-source R-based bibliometric tool and VOS viewer 1.6.18, along with the TCCM framework, to develop a more robust and novel approach to conducting the review. The results demonstrate the latest trends and continuous growth in dark tourism, including the most influential journals, authors, affiliations, countries, and most co-cited authors, prominent themes in this field, trending topics, publication trends, source growth of journals, theories, variables, methodology, and context. TCCM was used to understand the theories, contexts, characteristics, and methodologies studied till the present year, which helps to develop a future research agenda. The current study also identified a few areas that are still in the nascent stage and require attention in future research, such as investigating the multidisciplinary character of dark tourism, the commonalities and dissimilarities between various kinds of dark tourist destinations, and analyzing the bibliographic profiles of websites connected to genocide tourism, catastrophe tourism, and war-related tourism.
... However, the "intervention phase" introduced various psychological factors that influenced an individual's ability to sustain behavior change throughout the intervention. One significant psychological factor identified in the study was self-efficacy, which refers to an individual's belief in their own capability to successfully accomplish specific tasks or perform certain behaviors (Bandura, 1977). It has been also identified as an important determinant for behavior change in different areas (Holly & Watson, 2002). ...
... Self-efficacy is a widely recognized and fundamental factor in various behavior change theories, including social cognitive theory (Bandura, 1991(Bandura, , 1999(Bandura, , 2001, the health belief model (Rosenstock, 1974), and the health action process approach (Schwarzer, 1992). Self-efficacy refers to an individual's belief in their capacity to control their functioning and navigate daily life events (Bandura, 1977). It reflects an overall confidence in one's ability to succeed in specific situations. ...
... In this study, our focus lies on the broader and long-term effects of self-efficacy on individuals' adapting attitudes and behaviors. According to Bandura (1982), self-efficacy plays a crucial role in motivation, goal-setting, and persistence in the face of challenges or obstacles. By investigating the role of self-efficacy, this study aims to shed light on its significance in understanding and promoting sustained behavior change. ...
This study aims to explore the role of travel-related self-efficacy in sustained behavior change. Community-based electric ride-sharing as a pilot project has been introduced to reduce residents’ reliance on private cars in Bangkok, Thailand. This study integrated the Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and goal-framing theory to explain the cognitive process from intending a trial ride to sustaining behavioral change to substitute present travel modes. A sample of 101 valid responses was collected from the service users. The findings show a pivotal role of travel-related self-efficacy in encouraging users to keep using the promoted
service by finding eudaimonic and normative goals during the intervention. Multi-group analysis was further applied to examine the moderating roles of transport mode preferences on hypothesized relationships. Pilot service users showed overall high self-efficacy associated with community-based mobility, and the stated self-efficacy was positively related to the intention to sustain behavior change. However, a drastic decrease was shown in user intention to pay for the service. Additional evidence was given to inform the importance of an affordable mobility service to secure residents’ self-efficacy in daily transport. Based on research findings, this study provides recommendations on practical applications and future research directions.
... The health promotion model (HPM) proposed by Pender et al. (2011) guided this study, as it integrates a holistic perspective of nursing and behavioral science perspectives encompassed in the expectancy-value theory (Feather, 1982), and social cognitive theory (Bandura, 1986). There are multi-dimensional factors that influence health behaviors and place an emphasis on the individual's responsibility for maintaining health behaviors (Pender et al., 2002). ...
... The health promotion model provides a framework for the development of innovative population specific models and is considered consistent with social cognitive theory as defined by Bandura (1986). Pender's construct of behavior specific cognitions and affect is consistent with the concept ofhealth literacy as defined by Nutbeam (2001), self-efficacy as defined by Bandura (1977) and readiness for change as defined by Prochaska & DiClemente (1992), using the trans-theoretical model of behavior change (TIM). ...
... Behavior change is seen as a perceived capability to mobilize resources and courses of action (Ban dura 1986;Pender et al., 2011 ). Self-efficacy represents the belief that one can change health behaviors by personal action, and employ skills to resist temptation (Bandura 1986). Self-efficacy impacts the intention to change risk behavior, the amount of effort expended to attain this goal, and the persistence to continue striving in spite of barriers and setbacks that may undermine motivation. ...
Black women have been shown to experience higher rates of morbidity and mortality as a result of stroke, cardiovascular disease, hypertension, diabetes and overweight or obesity than women of other races/ethnicities. The ability to avert certain health problems, such as cardiovascular disease, hypertension, diabetes, stroke and overweight or obesity is known to be directly related to active engagement in health promotion behaviors, yet Black women are consistently less likely to engage in these behaviors than are white women. Improved understanding of the various factors that impact individual health promotion behaviors to reduce risk, such as health literacy, self-efficacy and readiness to change, may result in developing more effective interventions to reduce health care disparities in this vulnerable population.
... Employees will be affected by the affective events they experience in the workplace. When employees witness or encounter certain workplace events, he/she would have reactions to these events (Bandura, 1986;Weiss and Cropanzano, 1996). Employee recognition is an evaluation result presented to employees. ...
... The foundation of SCT is that human activities are determined by the interaction of three factors: individual behavior, individual cognition and other individual characteristics, and individual external environment (Bandura, 2001). Overall, man is not only the shaper of the environment but also the product of the environment. ...
... Overall, man is not only the shaper of the environment but also the product of the environment. Based on SCT, employees would respond to the organizational environment by watching and learning from others, including their leaders and colleagues (Bandura, 1997). Affective Events Theory (AET) further explains that employees will be affected by affective events in the workplace, generate corresponding emotional reactions, and lead to long-term results. ...
Employee recognition, an incentive method widely used in management practice, plays an important role in the organization. Although extant studies have confirmed its effectiveness, little attention has been paid to its spillover effect. Based on the Social Cognitive Theory and Affective Events Theory, this study argues that employee recognition encounter can trigger cognitive and behavioral reactions. Through perceived organizational justice and workplace wellbeing, a chain-mediating effect connects witnessing employee recognition to work engagement. This research adopts the empirical research method by asking the participants to do the weekly survey (four times in 1 month), and 258 samples are collected. Using SPSS20.0 and its PROCESS macro module, hypotheses are tested. The results indicate (1) employees who witness leaders’ recognition of colleagues will (a) perceive higher organizational justice and (b) be more engaged in work. (2) Perceived organizational justice will mediate the positive relationship between employee recognition encounters with (a) workplace wellbeing and (b) work engagement. (3) Perceived organizational justice and workplace wellbeing will have a chain-mediating effect in the path of employee recognition encounter and work engagement. The results provide both practical and theoretical contribution to employee recognition.
... Au plan épistémo-théorique, notre recherche se place dans une posture paradigmatique constructiviste et interactionniste. Elle s'inscrit, de ce fait, dans la théorie socio-cognitive interactionnelle initiée par Bandura (1986). Cette théorie explique les relations d'influence mutuelle entre les facteurs environnementaux, les caractéristiques propres à chaque individu et les comportements qui agissent comme des déterminants en interaction. ...
... Au milieu des années 1970, Bandura propose une théorie de l'apprentissage social (Bandura, 1977 (Bandura, 1986) Les facteurs personnels (P) correspondent aux facteurs internes à la personne, c'est à dire, ses caractéristiques individuelles qui peuvent être à la fois cognitives, ...
... Plusieurs approches telles que les approches humanistes (Maslow, 1955;Rogers, 1963), cognitives du développement (Piaget, 1971), sociocognitives (Bandura, 1986) ont eu un impact important dans le champ de la motivation. La perspective sociocognitive est, selon Viau (1997) «l'une des approches motivationnelles qui proposent plus précisément de fonder l'étude de la motivation sur l'interaction existant entre les comportements d'une personne, ses caractéristiques individuelles et l'environnement dans lequel elle évolue » (p. ...
Cette recherche doctorale contribue aux travaux sur les comportements d'entraide des apprenants adultes en contexte de e-learning, en particulier lors de travaux collectifs. Elle étudie ces comportements d'un point de vue motivationnel, au regard de deux dimensions: d'une part, leur sentiment d'appartenance à un groupe et d'autre part, le degré d'autodétermination de leur motivation à l'égard de la formation. La visée de la présente recherche est à la fois descriptive et compréhensive, tout en s'inscrivant dans une logique hypothético-déductive. En adoptant une méthodologie mixte à dominante qualitative, l'étude empirique se déploie en deux phases: la première phase vise à identifier les liens entre d'une part, le sentiment d'appartenance à un groupe et l'entraide et d'autre part, l'entraide et la motivation autodéterminée des étudiants. La seconde phase a pour objectif de comprendre la nature de ces liens, tout en décrivant le sentiment d'appartenance des étudiants à un groupe, leurs comportements d'entraide et leur motivation à l'égard de la formation. Les étudiants sollicités pour cette étude sont inscrits à deux promotions différentes d'un Master intégralement en e-learning, l'une en début de formation et l'autre en fin de formation. Les résultats de l'enquête par questionnaire auprès de 114 étudiants mettent en exergue une perception élevée du sentiment d'appartenance surtout pour les étudiants en fin de formation. Ils révèlent aussi une tendance élevée pour l'entraide ainsi qu'une motivation autodéterminée à l'égard de la formation valable pour les deux promotions d'étude. Les résultats de l'analyse lexicométrique du corpus de données issues des 19 entretiens montrent que les étudiants ressentent un sentiment d'appartenance à leur groupe de travail plutôt qu'à leur groupe de formation. L'étude qualitative à l'aide des catégories conceptualisantes fait ressortir que les situations vécues par les étudiants dans leurs groupes de travail peuvent affecter leur sentiment d'appartenance à leur groupe ainsi que leur motivation à l'égard de la formation. Tant que le travail collectif se déroule dans la bienveillance et l'empathie et tant que la cohésion dans le groupe est forte, les étudiants ressentent un sentiment d'appartenance plus important à leur groupe de travail, s'entraident et voient leur motivation autonome augmenter.
... The effects of exposure to different consequences of prosocial behavior According to the SCT, people can learn behaviors vicariously by observing other people's actions and the ensuing consequences (Bandura, 1986). This observational learning process can occur in person or from media displays. ...
... Due to the individual's limited time, resources, and biological restrictions, people cannot acquire all their knowledge and behaviors directly from personal experiences. Instead, most people's attitudes, values, and behavioral patterns are shaped by what they observe in their media environment (Bandura, 2001). However, it is important to emphasize that although people might acquire certain behaviors from role models in mediated environments, they will not perform all the learned behaviors in real life. ...
... To a great extent, observationally learned behaviors depend on vicarious motivations (Bandura, 2001), which mainly stem from the consequences of role models' behavior. Specifically, when the observed character gains reward outcomes for his/her behavior, observers may be incentivized to perform a similar behavior. ...
The relationship between exposure to prosocial media content and prosocial behavior has been extensively explored. However, previous studies mainly explore the effect of prosocial media content exposure by comparing an individual’s exposure to the different types of content (i.e., prosocial content or neutral content), and generally focus on traditional media and video games, with less attention given to the increasingly popular new media platforms. In this study, we explored new dimensions by considering individuals’ exposure to different consequences of the same prosocial behavior (i.e., reward, punishment, or no consequences) in the context of short videos. Drawing upon Social Cognitive Theory and the General Learning Model, this experimental study identified the effect of such exposure on subsequent prosocial behavior among adolescents. We found that compared to the no consequences group, exposure to the reward consequence did not significantly predict moral elevation and subsequent prosocial behavior. Meanwhile, exposure to the punishment consequence had a significantly negative effect on subsequent prosocial behavior via moral elevation. Furthermore, the results revealed that empathy moderated the relationship between moral elevation and prosocial behavior, and moral elevation only positively predicted prosocial behavior among those with low empathy. Theoretically, this study deepens our understanding of the impact of exposure to different consequences of prosocial behavior on adolescents’ subsequent prosocial behavior, and highlights the importance of moral elevation and empathy to understand the underlying mechanism. The study also provides some practical implications for parents and practitioners to nurture prosocial behavior among adolescents.
... The main argument is that individuals align their intentions to delay entrepreneurial entry or to combine self-employment with paid employment in anticipation of career paths with a better fit to their past, current, and future socio-cognitive factors. The seminal work of Bandura (1986) means that individuals' agency in terms of influencing the outcomes of their career behavior is at the center of SCCT (Lent et al. 1994(Lent et al. , 2000. Accordingly, individuals envision barriers and enablers in career processes and constantly adapt their intended career paths to manage career processes to achieve their aspirations (Lent and Brown 2013). ...
... Self-efficacy beliefs are central to human agency (Bandura 1986(Bandura , 1997. This means that individuals base their behavioral decisions on whether they feel capable of acting upon task-related challenges (Bandura 1989). ...
... Self-efficacy beliefs are central to human agency (Bandura 1986(Bandura , 1997. This means that individuals base their behavioral decisions on whether they feel capable of acting upon task-related challenges (Bandura 1989). Consequently, according to SCCT, self-efficacy beliefs influence career choices through their influence on outcome expectations, interests, goals, and actions (Lent et al. 1994(Lent et al. , 2000. ...
Most individuals find their way into entrepreneurship through combinations of self-employment and paid employment. However, prior research on entrepreneurial intentions has overlooked intended career transitions. Drawing on social cognitive career theory, we argue that, against the background of personal and environmental factors, individuals form career intentions that involve the combination of and transition between paid employment and self-employment. Such staged entrepreneurial intentions include the delay of entrepreneurial entry by intermediate stages of paid employment (i.e., spawning entrepreneurial intentions ) or immediate entrepreneurial entry in parallel combination with paid employment at established organizations (i.e., hybrid entrepreneurial intentions ). We test these theoretical ideas based on a survey involving 1003 individuals prior to career entry. The results indicate that individuals proactively align their envisioned career stages according to expected socio-cognitive enablers and barriers (i.e., their entrepreneurial self-efficacy, personal attitudes to entrepreneurship, subjective norms, and socioeconomic status). Notably, we find that individuals with lower levels of perceived social support for an entrepreneurial career more likely intend to combine their existing entrepreneurial activities with a conventional career at an established organization. Furthermore, individuals from lower socioeconomic status backgrounds as well as women are more likely to delay entrepreneurial entry by starting their professional careers in paid employment. The study’s primary contribution is the introduction of a novel perspective on entrepreneurial intentions based on individuals’ intended career transitions.
... SCT suggests that there is a mutually influential relationship between the individual, their environment, and behavior. These three components interact dynamically with one another, shaping behavior and providing a foundation for potential interventions to alter those behaviors (Bandura, 2001). Bandura's SCT emphasizes the importance of the environment, personal factors, and behavior in learning and technology adoption. ...
... Perceived institutional support acts as an environmental factor that shapes students' perceptions and behaviors toward AI-supported learning by creating an enabling atmosphere that facilitates the effective use of technology. This support, such as training and access to resources, boosts students' confidence in AI tools, thus improving their perception of its utility (Bandura, 1986). SCT highlights the interaction between personal, behavioral, and environmental factors, in the context of this study: personal factors (technology self -efficacy), environmental factor (perceived institutional support), Behavioral outcomes (Students' perceptions of AI-supported learning). ...
The study aims at gaining insights into relationships between perceived institutional support and students’ perceptions of AI-supported learning. It also investigates the mediating role perceived learning outcomes and moderating effect of technology self-efficacy within this context. Research model was developed and validated based on Social Cognitive Theory (SCT) and the learning outcomes of students. Using quantitative research design and convenience sampling technique, 204 students from higher education institutions were included in the analysis. Data were analyzed using structural equation modeling (SEM) to test the hypothesized relationships. The results revealed that perceived institutional support significantly impacts students’ perceptions of AI-supported learning ( β = 0.200, C.R. = 2.291, p = 0.022), technology self-efficacy ( β = 0.492, C.R. = 9.671, p < 0.001), and learning outcomes. Additionally, technology self-efficacy was found negative moderating effect ( β = −0.146, CR = −2.507, p = 0.012) the relationship between perceived institutional support and AI-supported learning perceptions. Perceived learning outcome partial mediated the relationship between perceived institutional support and students’ perceptions of AI-supported learning, with a direct effect of ( β = 0.155, p < 0.001) and an indirect effect of ( β = 0.539, p < 0.001), as evidenced by the confidence interval [0.235, 0.549]. These findings highlight the significant interplay of perceived institutional support, technology self-efficacy, and perceived learning outcomes in shaping students’ perceptions of AI in higher education, underscoring the importance of fostering supportive academic environments for effective AI integration. The theoretical and practical implications of the study are discussed.
... Furthermore, Many students believe that reading is hard and demands a lot of energy since they have to comprehend the full text, hence reading is an activity that requires drive. According to Bandura (1986) the notion of self-efficacy, which is the conviction that one can execute or learn at different levels of tasks, is linked to the motivation to engage in these activities. Wigfield, Gladstone & Turci (2016) said that students typically complete assignments as best they can when they have confidence in their abilities. ...
... According to Bandura (1986) defines self-efficacy as the level of effort and determination of students in completing their projects. Several studies on self-efficacy show that self-efficacy correlates well with reading achievement and influences students' ability to successfully learn a foreign language. ...
The purpose of this research is to determine the relationship between self-efficacy and reading comprehension. This research uses correlational research with a quantitative design. The sample was 30 class E2 students at SMAN 8 Tanjung Jabung Timur. Data collection was carried out using two instruments: (1) a self-efficacy questionnaire which was used to measure students' reading self-efficacy and (2) a reading comprehension test which was used to determine students' reading comprehension. The correlation of the two variables is calculated using Pearson Product Moment in SPSS 15. The results show that the correlation coefficient has a value between 0.20 and 0.40, then the two variables have a low level of correlation. Therefore, the alternative hypothesis (Ha) is rejected and it can be stated that there is no significant correlation between Self Efficacy and Reading Comprehension Ability of the tenth grade students' SMA N 8 Tanjung Jabung Timur. The coefficient of determination is 0.0723, indicating that the self efficacy has a 7.23% influence on students' reading comprehension ability, while the remaining 93% is caused by other factors.
... According to social cognitive theory, self-regulated learning (SRL) encompasses three interdependent subprocesses: self-observation, self-judgment, and self-reaction, which are all influenced by environmental factors (Bandura, 1986;Schunk, 1989). From this perspective, monitoring one's own behavior provides valuable information that can inform future choices of strategies to accomplish learning tasks and achieve satisfying outcomes (Schunk, 1989). ...
... The main difference between the socio-cognitive approach to self-regulation, on one hand, and noncognitive behavioral theories, on the other hand, is that the social cognitive approach acknowledges the role of human agency (Bandura, 1991). Different models have been proposed to explain how the processes underlying SRL enable people to accomplish their goals. ...
OPEN ACCESS ARTICLE: CLICK ON THE DOI LINK ABOVE. This systematic review aimed to provide a comprehensive and up-to-date understanding of the current state of empirical research in self-regulated learning (SRL) and music, investigating learning strategies planned and employed by advanced musicians and evidence to support the benefits of SRL training for this population. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we initially identified 3323 records related to our search, spanning the period from 2001 to 2023. Inclusion criteria consisted of peer-reviewed empirical articles reporting studies involving the participation of advanced (i.e., undergraduate and postgraduate student and professional) musicians using Zimmerman’s cyclical model of SRL and published in English, Spanish, Portuguese, or French. Forty-eight articles met all the inclusion criteria and were included in the review. We divided them into three types: reports of observational studies, descriptive-correlational, and intervention studies. We discuss the findings according to the three phases of Zimmerman’s cyclical model: forethought, performance/volitional control, and self-reflection, including the processes of goal setting, selection and adaptation of learning strategies, help seeking, time management, and self-evaluation and adaptation. Our analysis identified trends in the behavior of advanced musicians, particularly regarding practice quantity and musical achievement. Suggestions for future research indicate the need to invest in the training of instrumental and vocal teachers, so that they become familiar with SRL learning strategies that they can pass on to their students.
... It can be said that personal self-efficacy is effective in this process, as the individual evaluates many situations together in career choice. According to Bandura (1986), self-efficacy is the ability of individuals to organize and take action to achieve desired results. This concept, which has an important place in the career decision-making process (Taylor & Betz, 1983), expresses the confidence of the individual in the career tasks that he/she should perform (Özden, 2014). ...
... For this reason, we conducted a meta-analysis study dealing with the concepts related to career decision-making selfefficacy of individuals at different developmental stages. Theories on the subject (Bandura, 2001;Brown, 2002;Goleman, 1996;Peterson & Seligman, 1984;Rotter, 1966) provide limited information about the development of career decision-making self-efficacy. Our meta-analysis is a research aiming at exploratory determination of the limited relationship between career decision making selfefficacy and other variables. ...
Although there are studies on career decision-making self-efficacy and emotional intelligence, career optimism, locus of control, and proactive personality, no study addresses these four variables together. Therefore, this meta-analysis study examined the correlational findings between career decision-making self-efficacy and four different variables (emotional intelligence, career optimism, locus of control, and proactive personality). In this study, studies published between 1993-2022 examining the relationship between the variables determined from 10 scientific databases (Eric, JSTOR, Sage Journal, Google Academic, Scopus, Springer Ling, Taylor, and Francis ULAKBİM, Proquest, EBSCO) and career decision-making self-efficacy were used. As a result of the research, career decision-making self-efficacy and optimism (r = 0.46; 95% CI [0.33, 0.57]), locus of control (r = 0.36; 95% CI [0.02, 0.62]), proactive personality (r = 0.47; %) 95 CI [0.37, 0.57]) and emotional intelligence (r = 0.45; 95% CI [0.35, 0.54]) were found to be significantly correlated. These critical results point to promising aspects for researchers and practitioners working in career counseling.
... Self-efficacy-originating from Bandura's social cognitive theory (SCT)-also informs the processes of social practice (Bandura, 1986(Bandura, , 1989Doyle et al., 2013). Defined as the belief that one has the ability to perform given behaviors and produce certain outcomes (Bandura, 1977), self-efficacy is predictive of both the initiation and persistence of executing a given behavior, as well as the likelihood of successfully coping with environmental demands. ...
... Self-efficacy-originating from Bandura's social cognitive theory (SCT)-also informs the processes of social practice (Bandura, 1986(Bandura, , 1989Doyle et al., 2013). Defined as the belief that one has the ability to perform given behaviors and produce certain outcomes (Bandura, 1977), self-efficacy is predictive of both the initiation and persistence of executing a given behavior, as well as the likelihood of successfully coping with environmental demands. ...
Objective: Though the efficacy of the Clubhouse model’s interventions and practices in supporting recovery from serious mental illness (SMI) have been demonstrated by prior research, the causal mechanisms and theory driving these outcomes have yet to be comprehensively defined. This theory article aims to synthesize existing knowledge of these methods to define a unified theory of social practice, outline its role in SMI recovery, and discuss future implications. Method: Historical, theoretical, and practical foundations of social practice were synthesized to define a current theory of social practice and expand the term to apply to the methods and interventions that define the Clubhouse model. Results: Based on prior theory and findings, we define social practice as “the informed application of a specialized form of environmental therapy that utilizes an intentional community to assist people in their recovery.” Key facets of social practice in the Clubhouse model of SMI recovery are discussed, including the efficacy of the practice in addressing SMI outcomes such as isolation and low self-efficacy, as well as its impact on both internal and external motivational forces. Conclusions and Implications for Practice: The theory of social practice describes a process of engaging people to become collaborators and contributors to a social environment. This article describes the philosophy and practices of Clubhouses and introduces the theory of social practice as an empirical means of unifying and communicating the methods, practices, and outcomes of both the Clubhouse model and the broader implications of intentional community as therapy.
... One was the work on metacognitive regulation of learning, notably by Brown (1987) who analyzed the processes of self-regulation in a Piagetian perspective and of "other-regulation" in a Vygotskian perspective. The second was the elaboration of the social cognitive theory of learning by Bandura (1986) who emphasized the role self-efficacy beliefs in the regulation of the learner's task engagement and motivation. Bandura's theory had an important influence on the models of self-regulated learning which have become increasingly prominent in the formative assessment literature (see the chronological review by Panadero et al. (2018a). ...
... It has been argued by Black and Wiliam (2009) that any given assessment activity or instrument, depending on how the resulting information is used, could have a formative and/or summative function. Bennett (2011) has similarly claimed that well-designed assessment instruments or systems can serve both functions, albeit with primacy often given to one function or the other. These views provide openings for continuity and possible synergy between formative and summative assessment. ...
This article defines the function of formative assessment, in classroom and school settings, as the regulation of teaching and learning activities in support of student learning. It describes four processes of regulation (goal setting, monitoring, interpretation, adaptation) and indicates various ways in which they can be implemented in the classroom. It then examines the implications of learning theories for formative assessment and the conceptions of formative assessment emphasizing, respectively, external sources of regulation, student self-regulation, processes of co-regulation. The final section addresses the question of continuity between formative and summative assessment in support of student learning.
... This social process comprises interaction, active participation and collaborative learning (Erbil, 2020). The articles within this special issue also emphasise the importance of self-paced learning as part of the hybrid model, allowing individuals to exercise self-regulation and learning at different rates (Bandura, 1986). Similarly, Maranna et al. (2022) assert that fostering higher order thinking skills is required to design a sustainable approach towards online pedagogy. ...
... The article provides an in-depth scope of literature on the topic and presents recommendations for practice, including using tasks which foster self-regulation and higher order skills in students, such as the use of explicit instructions to guide thoughts and actions and scaffolding and the authentic design of course materials. Again, there are links here back to the key assertions of social constructivism in that learning is contextual, and learning tasks need to be applied in authentic contexts through active participation (Brown et al., 1989). The importance of this is the widely accepted notion that knowledge arises from the activity and context in which it is situated (Lave & Wenger, 1991). ...
In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.
... A su vez, un concepto trascendental acerca del alcance de las met as y aplicable en diferentes contextos (incluso laborales) desarrollado por Snyder, et al. [10] es el de Esperanza. Este hace referencia a que puedo en el alcance de mis metas, y es distinto de términos similares como optimismo y autoeficacia, desarrollados por Peterson & Seligman [11] y Bandura (1977;1982;1986) [12], [13], [14]. ...
... A su vez, un concepto trascendental acerca del alcance de las met as y aplicable en diferentes contextos (incluso laborales) desarrollado por Snyder, et al. [10] es el de Esperanza. Este hace referencia a que puedo en el alcance de mis metas, y es distinto de términos similares como optimismo y autoeficacia, desarrollados por Peterson & Seligman [11] y Bandura (1977;1982;1986) [12], [13], [14]. ...
... Based on the assumptions of social cognitive theory (Bandura 2001), decision processes depend on self-regulatory capabilities (agency). Therefore, career construction theory particularly highlights the relevance of career adaptability and the ability of individuals to find career-, vocational-and work-related environmental contexts that fit their own Page 7 of 31 Michaelis and Richter Empirical Res Voc Ed Train (2022) 14:7 psychosocial resources (Savickas 1997;Hirschi et al. 2015). ...
... However, we do not know of any studies that investigate the influence of self-efficacy on PTT or subsequent trajectories after PTT. Based on the theoretical assumptions of Bandura (1986) we assume that low self-efficacy not only increases the risk of experiencing a PTT but also leads to a higher probability of withdrawing from education and training (Hypothesis 5c, H5c). ...
Background
For adolescents, preventing a premature training termination (PTT) and withdrawal from education and training after a PTT is an important societal task. While studies reveal that early-risk factors such as a low educational background or selected personality constructs are relevant for predicting PTT, less is known about subsequent trajectories after a PTT and the factors that determine them.
Methods
Using data from the German National Educational Panel Study, we examine the influence of early-risk factors and personality constructs on the first PTT (n = 4892) in the training course using a binomial logistic regression model. In a second step, by using a sequence and cluster analysis we explore subsequent trajectory patterns within 24 months after PTT (n = 944) and analyze the influence of early-risk factors and personality constructs on subsequent trajectory clusters after PTT.
Results
We identify 7 different trajectory clusters, of which three clusters show risk-related trajectories (37.0%) with tendencies to withdraw from education and training. Furthermore, our analysis confirms the relevance of early-risk factors for predicting PTT as well as trajectories after PTT: a low educational qualification, graduation after more than the typical number of years, and low parental education increase the probability of discontinuities in adolescents’ educational and training paths. Additionally, it is important to consider the influence of personality traits on the subsequent trajectories: adolescents with strong openness tend to have continued school attendance after PTT, indicating a constructive career adaptation process, while adolescents with strong self-efficacy seem to assess their chances in the labor market as positive even without a vocational qualification.
Conclusions
The longitudinal perspective on the consequences of a first termination of a VET program revealed that educational trajectories after a PTT are highly heterogeneous indicating the need for different types of policy measures to minimize the incidence of PTT and withdrawing from education and training.
... Learners' ability and perceptions on the use of technology and digital tools are crucial aspects when it comes to online learning as the lessons are conducted via the internet (Hung et al., 2010), hence why it is important for students to have both computer and internet selfefficacy. Having self-efficacy would allow students to manage their own behaviour and surroundings and as well as driving them for success (Bandura, 1986(Bandura, , 1989(Bandura, , 1997 which is crucial for online learning as students have to take full responsibility of their own learning without the presence of teachers. Therefore, the ability to use computers and the internet effectively will definitely benefit students as they engage fully in online learning. ...
... Learners' ability and perceptions on the use of technology and digital tools are crucial aspects when it comes to online learning as the lessons are conducted via the internet (Hung et al., 2010), hence why it is important for students to have both computer and internet selfefficacy. Having self-efficacy would allow students to manage their own behaviour and surroundings and as well as driving them for success (Bandura, 1986(Bandura, , 1989(Bandura, , 1997 which is crucial for online learning as students have to take full responsibility of their own learning without the presence of teachers. Therefore, the ability to use computers and the internet effectively will definitely benefit students as they engage fully in online learning. ...
... Pengumpulan data yang digunakan dalam penelitian ini menggunakan skala psikologis yang disusun oleh peneliti dengan mengacu pada beberapa tokoh yaitu, skala kecemasan sosial yang berjumlah 36 aitem mengacu pada teori La Greca dan Lopez (1998), skala perilaku asertif yang berjumlah 52 aitem mengacu pada teori Albert dan Emmons (2008), dan skala regulasi diri yang berjumlah 36 aitem mengacu pada teori Bandura (1986). Skala tersebut disusun berdasarkan skala liker yang memiliki range skor bergerak dari angka 1-5. ...
Kecemasan sosial dapat diartikan sebagai pengalaman rasa takut, cemas atau khawatir terhadap situasi sosial dan takut dievaluasi oleh teman sebaya maupun orang lain. Faktor internal seperti perilaku asertif dan regulasi diri diduga berperan dalam menurunkan kecemasan sosial korban bullying pada siswa SMA. Penelitian ini bertujuan untuk mengetahui hubungan antara perilaku asertif dan regulasi diri dengan kecemasan sosial korban bullying pada siswa SMA. Populasi penelitian ini sebanyak 127 dengan sampel 101 siswa salah satu SMA Muhammadiyah Surabaya yang dipilih menggunakan Quota Sampling. Hasil penelitian ini menunjukkan jika tidak adanya hubungan yang signifikan antara perilaku asertif dan regulasi diri dengan kecemasan sosial (F= 0.553 dengan signifikansi 0,577 (p > 0.05)). Temuan ini menunjukkan jika masih ada kesempatan untuk peneliti lain untuk mengeksplor hubungan variabel antar ini. Kata kunci: Kecemasan Sosial, Korban Bullying, Perilaku Asertif, Regulasi Diri siswa SMA
... ei and Psycap are integrated within broader theoretical frameworks that provide insights into their development and application. the Social cognitive theory proposed by Bandura (1986) emphasises the role of observational learning, self-efficacy, and self-regulation in the development of ei and Psycap. the Self-determination theory, developed by Deci and Ryan (2000), highlights the importance of autonomy, competence, and relatedness in fostering intrinsic motivation and well-being, which are closely related to components of Psycap. ...
This systematic literature review examines the relationship between EI and PsyCap within organisational settings. The study examines the conceptual frameworks and theoretical underpinnings of EI and PsyCap, analysing empirical evidence regarding their relationship, and assessing practical implications through a Systematic Literature Review (SLR). This study employed a SLR to analyse the relationship between EI and PsyCap. Guided by the PRISMA statement, data were retrieved from Scopus and Google Scholar databases, focusing on English language journals published between 2007 and 2023. The review screened 255 articles, ultimately selecting 57 for inclusion. The review systematically synthesises existing literature, focusing on conceptualisations, models of EI and PsyCap, and empirical findings. Key findings reveal a positive association between EI and PsyCap, impacting outcomes such as job performance and employee psychological well-being. The review contributes to theoretical understanding by integrating perspectives from psychology and organisational behaviour while offering practical insights, including developing interventions and training programs to enhance EI and PsyCap to improve individual job satisfaction, organisational performance, and employee well-being. Limitations include potential publication bias and reliance on existing literature. Future research directions include longitudinal studies, sector-specific research, and interdisciplinary approaches to elucidate the mechanisms underlying the development and enhancement of EI and PsyCap.
... While many mindfulness and self-compassion interventions have demonstrated effectiveness in improving parent and child outcomes, less is understood about the processes through which parents develop mindfulness and self-compassion in these programs [29][30][31]. According to behavior change theories, such as Social Cognitive Theory [32] and the Transtheoretical Model [33], learning and sustained skill use often involves several stages, including awareness, motivation, initial practice, reinforcement, and long-term integration. However, in the context of parents of chronically ill children, challenges such as time constraints, emotional exhaustion, and competing caregiving demands may hinder the consistent practice of skills. ...
Parents of children with chronic illnesses face unique stressors that put them at risk for mental health disorders, such as anxiety, stress, and depression. In the U.S., 20% of families care for a child with a chronic health condition. Because self-compassion is a protective factor for parents against distress, this study examined the processes through which parents may become open to attending a self-compassion-based support program and acquiring self-compassion skills.
Eight parents who attended a 6-week self-compassion training were interviewed about their experiences during the program. Responses were analyzed using thematic analysis.
Parents were motivated to attend the program because they were open to change and trusted the program would be valuable. Learning self-compassion involved developing a kinder relationship with themselves and embracing their common humanity, which helped them recognize the existing strengths they have had to develop in order to care for their children. They also experienced greater emotional acceptance and reported learning self-compassion had impacted the quality of care they provided for their children.
Results demonstrate the importance of acquiring trust from potential participants and combining social support (which can reduce feelings of isolation) with evidence-based training. Findings also provide insight for future researchers to examine the mechanisms of engagement in a program and to better understand the processes through which self-compassion supports positive mental health outcomes for parents of chronically ill children.
... Other useful cognitive practice techniques include getting familiarized with the structure, phrasing, and interpretation of the repertoire through listening to recordings before playing, visualizing successful performances by other musicians, and imagining the process of playing through the piece mentally (Guptill and Zaza, 2010). These strategies can be helpful in enhancing efficiency and reducing repetitions (Bandura, 1986). Thirdly, developing a structured practice plan helps pianists to manage their practice hours effectively and avoid sudden increases in practice time and frequency that could lead to the occurrence of overuse syndrome. ...
Introduction
Both professional musicians and conservatoire students are at significant risk of developing playing-related musculoskeletal disorders (PRMDs) during their career life. With the growing number of students pursuing a conservatory degree and graduating from music conservatory in China, the aims of this study were: (1) to identify the nature of PRMD and explore the prevalence of PRMD in Chinese conservatoire students; (2) to determine the relevant risk factors with the presence of PRMD among Chinese conservatoire students; and (3) to suggest preventive interventions for young pianists at their early career stage.
Methods
A self-reported online survey study was conducted among 363 Chinese conservatoire students who majored in piano performance.
Results
Of all respondents, 82.6% reported having had at least one PRMD. The wrist was proved to be the most affected body site, followed by the shoulder, finger and arm. Respondents who experienced PRMD reported “pain,” “fatigue,” and “stiffness” as the most frequent symptoms. The main risk factors associated with PRMD included gender, years of playing experiences, practice hours, warm-up habits before practice, and break-taking during practice.
Discussion
Female students, those with longer year of playing experience, those who practice longer hours, those who do not warm up before practice, and those who do not take breaks during practice were found to have more PRMD symptoms and higher level of severity. This study highlights the need to increase awareness of PRMD among conservatoire students and to understand the occurrence of PRMD; it is helpful for young pianists to prevent severe musculoskeletal disorders and implement preventive measures at early career stages. Further studies are suggested to follow up on music students who have had at least one PRMD at different stages of professional musical training.
... Diagnosis of clinical depression in children is more difficult than in adults and is often left undiagnosed, and thus untreated, because the symptoms in children are often written off as normal childhood moodiness. Diagnosis is also made difficult in children than in adults because adults could easily show different symptoms depending on the situation (Akiskal, 2005). ...
This study investigated personality type and age as factors on depression among undergraduate students using simple random technique. 120 undergraduate students from Enugu State University of science and Technology were drawn to participate in the study; comprising 65 female students and 55 male students, with ages between 20-35 years with mean and standard deviation. Eysenck and Eysenck (1972) Personality questionnaire (EPQ) 90-items measuring the academic performance among undergraduate students and Zung (1965) with 20-item inventory, self-rating depression scale (SDS) designed to assess the cognitive, affective, psychomotor, somatic and social interpersonal dimensions of depression were administered individually to the participants. A survey design was applied while two-way (ANOVA) as statistical analysis revealed no significant influence of personality type on depression, F (1, 116 = 1.77, P < .05) and also no significance influence of age on depression, (1, 116 = 22.58, P > .05). It was suggested that other variables capable of influencing depression for the students should be studied. The results were discussed in relation to relevant literature reviewed.
... These activities will be described more fully in a later paper in the symposium. Well-known therapies used frequently in clinical work with individual children (Anastasi & Urbana, 1997) were adapted for group participation and relevance to the Qiang cultural environment. Although a choice from a wide range of activities was available, age differences and the children's circumstances in practice limited their options, so three were selected as core activities in which all children could participate: story telling and writing; choral singing; and dramatic performances in traditional Qiang style. ...
The disastrous earthquake of 12 May, 2008 had its greatest impact on the Qiang people, an ethnic minority living in the mountainous regions of Sichuan at the earthquake’s epicentre. Over 80,000 people died, over a million were injured or missing, most buildings collapsed and most homes were demolished under the avalanches. Thousands of children were evacuated to safety, some moved to far distant locations. The research team from the University of Newcastle responded to the plea of the Qiang leaders to help the children. In cooperation with the China-Australia Centre for Cross-Cultural Studies, a three stage psycho-cultural research program was devised, comprising a survey of children’s current caregivers, interviews with the children, and development of a culturally appropriate rehabilitation scheme. Shuguang Wang was appointed to coordinate the project. This paper discusses the research issues involved. Of paramount importance was the collectivist nature of the Qiang culture and the traditional ways of dealing with disasters. Theoretical issues related to the relevance of western individualistic psychological and psychiatric approaches to therapy in the Qiang collectivist environment. Methodological problems related to developing appropriate measuring instruments, and preparing guidelines and training programs for local Qiang interviewers and volunteers.
... Therefore, parents have a better understanding of the benefits and risks of digital media. For example, children with learning disabilities may use digital media for purposes such as education, play, socialization and communication (Anderson, 2016;Kennedy, 2011). This may help parents develop a positive attitude towards T A B L E 4 Digital parenting attitudes and digital parenting self-efficacy and digital parenting self-efficacy according to parents' gender. ...
This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.
Practitioner notes
What is already known about this topic
Existing research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing.
Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology.
Positive parental attitudes towards technology have been associated with healthier digital habits and development in children.
What this paper adds
This study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting.
Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups.
The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs.
Implications for practice and/or policy
Develop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups.
Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being.
Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender.
Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs.
Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain.
... The TAM provides a basis for understanding how perceived usefulness and enjoyment drive social media interaction (Davis 1989), while U&G sheds light on why people choose specific media to satisfy various needs (Katz, Blumler, and Gurevitch 1973). The SCT adds a psychological perspective, explaining how individuals acquire and maintain behaviour while considering social environment factors (Bandura 1986). These frameworks synergistically enhance our understanding of consumer interactions and engagement with social media platforms during the pandemic. ...
This study draws on the Gender Schema Theory, Technology Acceptance Model (TAM), Uses and Gratifications Theory (U&G), and Social Cognitive Theory (SCT) to explore how gender moderates the relationship between extreme-context perception and user intentions on Instagram for fashion brands, drawing on the COVID-19 pandemic as an example of extreme context. Specifically, our study context concerns social media users in West Africa during the COVID-19 pandemic in 2021. Through a time-lagged online survey, the data of 310 Instagram users based in Uganda and Nigeria were obtained and subsequently analysed using a variance-based structural equation modelling. Our analysis supports previously reported results in the literature by demonstrating the positive effects of extreme-context perception on intentions to follow and recommend fashion brands on Instagram. Furthermore, our results present new evidence that gender moderates extreme-context perception effects, such that men are significantly more likely to develop higher usefulness, enjoyment, satisfaction and intentions to recommend and follow fashion brands on Instagram. This empirical investigation expands our knowledge of social media use by demonstrating the moderating role of gender regarding the way extreme-context perception affects consumer behaviour towards fashion brands on social media.
... In this perspective, the workers are seen to operate within an ecology of a socially structured work environment, and outcomes related to their performance, engagement, motivation, and general well-being emerge as a result of the way they adopt certain behaviors and attitudes in relationship to the socio-spatial structure of the environment. In part, this perspective derives from the agentic perspective of Albert Bandura (2001) and in sympathy with his social cognitive framing (1986), but it modifies the perspective to understand the agency of worker as being exercised within the constraints of specific institutional contexts (Douglas, 1986). ...
The rise in remote work arrangements has accelerated interest in the design of employee workspaces across geographic locations. The rapid expansion of workspaces beyond organizational structures highlights the need for developing a person-centric perspective on work design that takes into account how workers perceive and craft their physical work environment and utilize new technologies, so that strategies for ensuring worker well-being and desired worker outcomes may be developed. The goal of this symposium is to introduce an interdisciplinary approach to this person-centric perspective that draws upon foundational concepts in psychology and architecture, and to delineate a future research agenda with practical implications for organizations and workers in the workplace of the future.
... PCIT is a parent training program that is usually described as founded on two theories of the development of problematic externalizing behavior in children: 20 attachment 38 and social learning (later social cognitive theory), 39 with a special emphasis on social learning theory applied to understanding aggression and the development of coercive cycles between carers and children. 40 Although PCIT has a core component of coaching parents to recognize and reward positive child behavior, it is also designed to guide parents to use these skills to increase parent-child positive interactions (ie, enhance the parent-child relationship), while reducing parent and child hostility and, relatedly, lowering the risk of coercive cycles of interactions. ...
Parent–Child Interaction Therapy (PCIT) is an intensive parent support program for caregivers and their children who exhibit difficult-to-manage disruptive behaviors. After more than four decades of research supporting its efficacy for reducing children’s disruptive behaviors and improving parent–child relationships, PCIT has become one of the most popular and widely disseminated parenting support programs in the world. The evidence for the efficacy of PCIT can be found in many reviews of randomized clinical trials and other rigorous studies. To add to those reviews, our aim was to provide practical guidance on how PCIT can be part of an evidence-based program for families that depends on practitioner expertise, as well as attention to families’ diverse needs. To do this, we describe the evolution of PCIT as practiced in a university-community partnership that has continued for over 20 years, alongside a narrative description of selected and recent findings on PCIT and its use in specific client presentations across four themes. These themes include studies of 1) whether the standard manualized form of PCIT is efficacious across a selection of diverse family situations and child diagnoses, 2) the mechanisms of change that explain why some parents and some children might benefit more or less from PCIT, 3) whether treatment content modifications make PCIT more feasible to implement or acceptable to some families, at the same time as achieving the same or better outcomes, and 4) whether PCIT with structural modifications to the delivery, such as online or intensive delivery, yields similar outcomes as standard PCIT. Finally, we discuss how these directions in research have influenced research and practice, and end with a summary of how the growing attention on parent and child emotion regulation and parents’ responses to (and coaching of) their children’s emotions has become important to PCIT theory and our practice.
... The implications of poor investments in Early Childhood Development and services may be evident in the high unemployment rate in South Africa, as problems qualified during childhood often persist into adulthood (Alderman & Vegas, 2011). Providing education opportunities and infrastructure for children and families can reduce socio-economic disparities and produce prosperous societies for children (United Nations Department of Economic and Social Affairs, 2006). ...
Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula incorporating advanced academic skills, a beneficial tool to aid children’s learning and development.
... Both this publication and that by Newman et al. (2018) adduce Bandura's social cognitive theory (1986) to conceptualize the transposition of behaviors such as risk taking from leaders to followers. Within this tripartite agentic distinction made by Bandura (2001), the definition of agent refers to "producers as well as products of social systems," reminiscent of the definition of an entrepreneur as issued by Gartner et al. (1992). The question posed in the introduction thus reemerges. ...
Entrepreneurship represents a key motor of economic growth, and entrepreneurial leadership (EL) represents a vital constituent thereof. However, its examination remains factious, and integration with the wider leadership literature is fragmentary. EL is claimed by some as representing a construct distinct from extant leadership styles, even though the major contribution made by transformational leadership (TL) theory remains under-researched and under-reported. Furthermore, TL is often used to measure leaders in entrepreneurship, resulting in a lack of clarity regarding the relationship between TL and EL. Our study seeks to contribute to the literature by elucidating the distinction and overlap between the two leadership constructs, as currently defined by available questionnaires. To this end, conceptual work, current findings, and research practice are reviewed. Drawn from a final sample of 25 articles, our findings show appreciable conceptual divergence. However, questionnaires of EL overlap significantly with TL and are subject to validation and discriminant validity issues; many researchers furthermore continue to use TL questionnaires to measure EL. Very little compelling empirical evidence for divergent validity was found, though strong correlations between EL and TL were observed. Our study contributes an overview of EL from the viewpoint of leadership science, providing recommendations to entrepreneurship researchers examining EL. We suggest that future work should satisfy two main goals: the establishment of a conceptualization of EL which can empirically demonstrate divergent validity versus other, accepted measures of leadership, and the creation of a cogent and a specific theoretical model to support it.
... When mindfulness helps individuals to focus (Hensley, 2020), it will make them retain useful and relevant information, so as to have a deeper understanding of the problem, and then generate more flexible new ideas (Montani et al., 2018;Khan and Abbas, 2022). According to social cognitive theory, individual psychological traits can influence individual behavior (Bandura, 1986). Mindfulness is an individual's internal perception of inner changes or inner emotional changes caused by external stimuli (Brown and Ryan, 2003). ...
Mindfulness has long been concerned and emphasized by scholars in the field of psychology, but there is still a lack of research on mindfulness in management in China. In this study, a questionnaire survey was conducted among 483 employees in the new media industry in Beijing, Shanghai, Guangzhou, Shenzhen, and Hangzhou, China. After modeling and analysis, it was found that employee mindfulness has a positive influence on innovative behavior. Employee mindfulness and innovative behavior are mediated by positive emotions. Employee mindfulness and innovative behavior are mediated by work engagement. Employee mindfulness and innovative behavior are mediated by a chain of positive emotions and work engagement. Enterprise managers should improve the level of mindfulness of employees in the new media industry through mindfulness training and courses for mindfulness training, create an organizational environment that can arouse positive emotions and improve the positive emotions of employees, pay attention to arousing the enthusiasm of the staff, and promote the innovative behavior of staff while enhancing work engagement.
... After realizing their strengths and weaknesses, students are asked to know self-regulation. Self-regulation is selfmanagement, meaning the ability to regulate behavior to match performance abilities in achieving goals or achievements as evidence of improvement (Bandura, 1986). ...
These research objectives were to examine the values of the Pancasila student profile contained in the use of the barongan mask media and to analyze the effectiveness of the Barongan mask art craft to realize the Pancasila student profile in elementary schools. The research method was a descriptive method with a qualitative approach. The research subjects consisted of 28 students, three teachers, and the headmaster principal at State Elementary School 1 of Kalikejambon, Tembelang Sub-district, Jombang Regency. Three data collection techniques were used in this research, including literature study, observation of the research location, and interviews. Meanwhile, the technical analysis of the data went through three stages, namely data reduction or summarizing important things obtained during the research, presenting data in narrative or tabular form, and drawing conclusions. The research results indicated that: (1) the barongan mask art craft media had values that matched the profile of Pancasila students; and (2) the barongan mask art craft media was considered effective to be used to realize the Pancasila student profile in elementary schools, as evidenced by the achievement of each profile element of Pancasila students (who were faith and feared of God Almighty and had a noble character, global diversity, cooperation, independence, critical reasoning, and creativity). Most of the characters that appeared in school activities were under the key element indicators in each element of the Pancasila student profile.
... Leila Ahmad navodi da su, unatoč ovakvim nehumanim praksama, žene iz viših društvenih klasa ipak imale status slobodne pojedinke koja je mogla upravljati svojom imovinom i predložiti brak muškarcu, kao što je Hatidža zaprosila Muhammeda i finansijski ga izdržavala (Ibid.). Iako se status žene općenito, a posebno status najnižih slojeva društva, značajno popravio sa emancipatorskim etičkim principima jednakosti, u pojedinim segmentima je, kako ističe Ahmad, žena bila limitirana, kao što je segregacija poslanikovih supruga velom i davanje prednosti muškarcu u pitanjima braka i razvoda, poligamije i vrijednosti svjedočenja žene (1992,(43)(44)(45)(46)(47)(48). Višestoljetne interpretacije Kur'ana i hadisa nude dvije idealizirane kozmologije rodnih odnosa: patrijarhalnu i egalitarnu kozmologiju. ...
Knjiga je pisana u formi univerzitetskog udžbenika i kroz sedam poglavlja analizira pitanja roda, feminističkih teorija, rodne socijalizacije, porodice, ekonomije, jezika i religije.
This study examined the connections between social media use and behaviors, COVID-19 vaccine conspiracy beliefs, and COVID-19 vaccine uptake in 809 emerging and middle-aged adults. Emerging adults reported more overall social media use, active and passive social media behaviors, and use of most platforms (i.e., Instagram, Snapchat, TikTok, Twitter/X, Reddit, and YouTube), whereas middle-aged adults reported more Facebook use and higher vaccine uptake. COVID-19 vaccine conspiracy beliefs were linked to lower vaccine uptake, with this association unexpectedly stronger among individuals who reported less social media use and fewer active and passive social media behaviors. Active social media behaviors were associated with stronger vaccine conspiracy beliefs, whereas passive social media behaviors and overall use did not show a similar association. Exploratory analyses of platform-specific effects revealed nuanced patterns: TikTok use was associated with stronger vaccine conspiracy beliefs, Instagram use was associated with higher vaccine uptake, and Snapchat use was associated with lower vaccine uptake. Our findings highlight the complex, platform-specific influences of social media use and behaviors on COVID-19 vaccine conspiracy beliefs and vaccine uptake. Future studies are needed to investigate the role of specific social media platforms in spreading, perpetuating, or countering misinformation about the COVID-19 vaccine.
The family plays an immensely crucial role in the development of adolescents, significantly influencing their behavioral patterns. To explore the impact mechanism of the family physical activity environment on adolescents’ exercise adherence, and analyze the chain-mediating role of exercise self-efficacy and exercise satisfaction. A questionnaire was administered to 500 adolescents and their parents using the Family Physical Activity Environment Scale, Exercise Adherence Scale, Exercise Self-Efficacy Scale and Satisfaction Scale. The direct impact value of the family physical activity environment on adolescents’ exercise adherence is 0.148, with an effect size of 32.81%. The impact values of exercise self-efficacy and satisfaction between the family physical activity environment and adolescents’ exercise adherence are 0.113 and 0.092 respectively, with effect sizes of 25.05% and 20.39%. The chain-mediating effect of exercise self-efficacy and satisfaction is significant, with an effect value of 0.097 and an effect size of 21.50%. Family physical activity environment can directly and positively predict adolescents’ exercise adherence, positively predict adolescents’ exercise adherence through the independent mediating role of exercise self-efficacy and satisfaction, and also positively predict adolescents’ exercise adherence through the chain mediating role of exercise self-efficacy and satisfaction. This provides a theoretical reference for enhancing adolescents’ exercise adherence and improving their levels of physical health.
This text is the theses for the qualifying graduation thesis on the topic "Basic skills of psychosocial support". The following is devoted to the effectiveness of teaching basic psychosocial skills in humans.
This text is a thesis for a qualifying graduate thesis on the topic "Basic skills of psychosocial support". The following is devoted to the effectiveness of teaching basic psychosocial skills to people.
Consistent condom use with casual partners is critical for preventing the transmission of human immunodeficiency virus (HIV) among male university students. This study aimed to determine the level of consistent condom use and explore the correlates of condom use consistency in male university students in eastern China. A descriptive cross-sectional survey was conducted in 13 universities in Zhejiang Province, which involved the recruitment of 31,674 students by stratified random sampling. Among them, 545 male students who engaged in casual sex in the year prior to this study were included. Adjusted and unadjusted logistic regression models were used to examine the correlates associated with consistent condom use. Among the 545 male university students, only 205 (37.6%) consistently used condoms in the previous year. The following correlates were associated with higher rates of consistent condom use: 1) Knowledge, specifically, the number of correct answers to “HIV infection can be determined by appearance” (AOR: 2.06, 95% CI: 1.21–3.49); 2) never finding casual partners on the internet during the past over the prior year (AOR: 0.63; 95% CI: 0.40–0.99); 3) never drinking alcohol before casual sex during the last over the prior year (AOR: 0.30; 95% CI: 0.20–0.46); 4) never engaging in commercial sex (AOR: 0.57; 95% CI: 0.34–0.96); and 5) high condom self-efficacy score (AOR: 2.55; 95% CI: 1.44–4.49). The study found a low level of consistent condom use among male university students. Promoting condom self-efficacy, reducing web-based casual sex, drinking before sex, and commercial sex are essential to improving the level of consistent condom use among male university students to reduce the transmission of HIV.
Latar Belakang: Sebagai upaya meningkatkan partisipasi laki-laki dalam keluarga berencana diperlukan sosialisasi tentang kontrasepsi pria melalui peran petugas KB yang berperan sebagai penyuluh, fasilitator, motivator, dinamist dan katalisator dalam memobilisasi masyarakat terutama di kabupaten. Tujuan penelitian ini adalah untuk mengetahui pengaruh peran petugas keluarga berencana sebagai penyuluh, sebagai fasilitator, sebagai motivator, sebagai Dinamis dan sebagai katalisator partisipasi laki-laki dalam keluarga berencana (kondom dan vasektomi) di Purwokerto Selatan. Metode: Penelitian ini merupakan penelitian kuantitatif dengan menggunakan pendekatan cross-sectional. Populasi Pasangan Pria Usia Subur di Kecamatan Purwokerto Selatan, dimana jumlah Pasangan Usia Subur adalah 11.442 dengan sampel ada 88 Pasangan Pria Usia Subur. Analisis ini menggunakan analisis univariat, bivariat dengan chi square dan multivariat dengan regresi logistik. Hasil: Hasil analisis bivariat bahwa ada pengaruh: peran petugas KB sebagai perpanjangan (p = 0,000), sebagai Fasilitator (p = 0,000) dan sebagai Motivator (p = 0,000). Hasil analisis bivariat bahwa tidak ada pengaruh: peran petugas keluarga berencana sebagai Dinamisator (p = 1.000) dan sebagai Katalis (p = 0,830). Hasil analisis multivariat ada pengaruh pada: Peran petugas perencanaan keluarga sebagai Extension, sebagai Fasilitator, dan sebagai Motivator Kesimpulan: peran petugas KB berpengaruh sebagai Extension, sebagai Fasilitator, dan Motivator untuk Partisipasi Pria dalam Keluarga Berencana (Kondom dan Vasektomi).
استهدف البحث الحالي التعرف على مستوى التسرب الدراسي لدى طلبة المرحلة المتوسطة في ناحية ناحية الزاب / قضاء الحويجة, والتعرف الفروق ذات الدلالة الاحصائية في التسرب الدراسي لدى طلبة المرحلة المتوسطة تبعاً لمتغير الجنس ( ذكور- اناث), وتكونت عينة البحث الاساسية من (100) طالب وطالبة, وقد اعتمد الباحث على مقياس التسرب الدراسي في حين قام الباحثان بإعداد المقياس المكون من (30) فقرة واعتمدا على مقياس التسرب الدراسي المعد من قبل, ابو سمرة (2019) والغانمي (2017), وقد تم التحقق من الصدق الظاهري والبنائي لأداة البحث بعرضة على الخبراء, كما تم حساب القوة التمييزية له وتم حساب الثبات بطريقة اعادة الاختبار, وقد عولجت البيانات احصائيا باستخدام الحقيبة الاحصائية للعلوم الاجتماعية ( SPSS) فضلاً عن استخدام عدد من الوسائل الاحصائية الاخرى, توصل البحث الى النتائج الاتية: - وجود فروق ذو دلالة إحصائية الصالح المتوسط الحسابي أي أن هناك اسباب للتسرب الدراسي لدى طلبة المرحلة المتوسطة, وجود فروق ذات دلالة إحصائية تبعا لمتغير الجنس في مستوى التسرب الدراسي الصالح الذكور.
This paper investigates and describes the importance of competence and the important effect of education and training on the organisational competence. The paper is organised into three separation sections. The first part deals with the development of competency, clarifies the difference between competence and competency and defines the many meanings of competency. The second part discusses the importance of education. The third part discusses the importance of training. In the second and the third parts, a link establishes evidence is provided to prove the importance and impact of both education and training to organisational success and their relative importance to competency. In the end, an analysis is provided to emphasise the positive effects of both education and training on competency.
Perceptions of health and illness are basic to human consciousness, as in health situation and in situation of the disease. Identifying specificity concepts of healthy and sick person in a situation of severe stigmatizing disease is to aid understanding and clarify the mechanism of selecting adaptation strategies. The study found that for patients with tuberculosis express ideas about health related to health as the lost value. Representation of the sick are in the nature of adaptation to change their social role, which emphasizes the dissatisfaction with themselves, trying to find excuses to their position among other people, the fear of negative perspectives and attempts to resolve the crisis of identity. The article analyzes adaptive strategies of patients with pulmonary tuberculosis in terms of the author's «disease situation» concept. The identified strategies are considered as an aspect of the subjective element of the «disease situation». The results can be used in rehabilitation practice.
This paper argues that before any detailed ethical framework can be created the conceptualisation of the relationship between fundamental human rights and the ethical purpose of intelligence needs to be reconceived. That is, rather than intelligence being considered to exist in opposition to our rights, where one is balanced or traded against the other, it is ethical when it is used as a process to protect and provide for all of our most vital interests, and not prioritising one at the cost of another.
Turnover rate of nurses in Thailand has been increasing due to excessive workload, stressful nature of the work and lack of psychological support. Therefore, the researcher has developed interventions to promote positive psychological strengths to improve retention rates among nurses. The purposes of this study were to examine retention of nurses and the effect of the program to develop positive psychological capital among professional nurses. The samples were randomly divided in two groups: experimental and control groups, consisting of 20 nurses each group. The experimental group received the program, including 16-hour class lectures, counseling and activities designed to reinforce the 5 elements of positive psychological capital: self-efficacy, hope, optimism, resilience and hardiness, while the control group did not. The study found that retention intention of nurses in the experimental group was greater than that of the control group with statistical significance
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