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Social Learning and Clinical Psychology
... First of all, Julian Rotter (1954) proposed social learning theory in which he believed all humans have their own personality which has been developing based on individual past experiences over time. In other words, human personality is not static and is always changing. ...
... Drive theory (Hull, 1942) Social learning theory (Rotter, 1954) Achievement theory (Atkinson, 1964) Expectancy-value theory (Eccles, 1983) Goal-setting theory (Locke, 1968) Goal-orientation theory (Ames, 1992) Social psychological approach ...
... For cognitive psychological level, stimuli can be anxiety (Dörnyei,1994), expectancy (Vroom, 1964;Eccles, 1983), goal-setting (Locke, 1968), goal-orientation (Ames, 1992), achievement (Atkinson, 1964), self-efficacy (Bandura, 1989) and attribution (Dörnyei, 1994). For socio-psychological level, stimuli include a learner's past experience (Rotter, 1954), self-image (Giles,1987), self-worth (Covington, 1992), values (Eccles, 1992), and personality (Rotter, 1954). For socio-cultural level, stimuli include social distance (Schumann, 1978), social contact (Clement, 1980), social image (Covington, 1992), peer relationship (Dörnyei,1994), teacher factors (Dörnyei,1994), course content (Dörnyei,1994), learning environment (Dörnyei,1994), school/classroom cultures (Dörnyei,1994), social expectation (Wong, 2012), and social norms (Wong, 2012) (see Figure 2 for the proposed comprehensive motivation to learn framework). ...
Motivation has been an important construct in second language acquisition and received extensive attention on how it affects learning and performance. The aims of this current review paper are multifaceted. 1) It aims to provide a comprehensive overview of the major motivation theories in the past decades. 2) Motivation theories specific to second/foreign learning context are to be included and explain the current state of the different domains of motivation theories. 3) It provides a critical evaluation of the rich body of motivation theories. 4) it also gives directions to propose a framework for motivation to learn a second/foreign language based on the major theories and approaches developed in the past. With this proposed comprehensive framework for motivation to learn a second/foreign language, it is hoped that a fuller picture of how different aspects and factors can be of significance to a learner's motivation to learn. For educators, this framework can shed light on the pathways to effective teaching and learning by understanding what affects a learner's motivation to learn English. For researchers, this paper would like to offer a future research direction for effectuation, validation, and modification of this proposed comprehensive framework.
... 1950'li yılların başında Rotter (1954), sosyal öğrenme teorisinin bir parçası olarak "minimum hedef düzeyi" (MGL) olarak adlandırılan bir yapıyı tanıtmıştır. MGL, bir kişi için pekiştirici (uyarıcı) olarak algılanan belirli bir davranışın kriter oranıdır. ...
... Örneğin bir çocuk için gerçekçi bir hedefin topu 20 feet yükseklikte hatasız olarak sürmesi olduğu düşünüldüğünde eğer çocuk bunu önemli bir başarı olarak algılamazsa, gerçek hedefine ulaşma beklentisinde de azalış meydana gelecektir. Yani yüksek oranda önem verilen bir davranışa yönelik düşük beklentiye sahip olmak, kişilerarası bir çatışma durumu yaratmakta ve düşük başarı motivasyonunun gelişimi ile nedensel olarak ilişkilendirilmektedir (Rotter, 1954). O halde antrenörlerin sporcular için çok yüksek olan minimum hedefleri telkin etmesinin sebebinin bu olduğu düşünülebilir. ...
... Sporcular, özellikle çocuk ve ergenler belirli bir performans düzeyine ulaşabileceklerini beklemedikçe, başarı motivasyonlarının zayıflayacağı ve kendini gerçekleştiren kehanet ortaya çıkabileceği belirtilmişti. Aksine, düşük yetenekli çocuklarda ve ergenlerde makul düzeyde hedef belirleme teknikleri uygulanırsa, bireysel potansiyellerin gerçekleştirilme şansı daha yüksek olacaktır, dolayısıyla kişilerarası beklentilerin sürdürülme rolü engellenecektir (Rotter, 1954). ...
Sporun farklı boyutları için yapılan farklı tanımlamaların yanı sıra son
yıllarda alanda çalışan bilim adamları sporun farklı boyutlarını da göz önüne
sermektedirler. Sportif sermaye son zamanlarda yeni bir kavram olarak araştırmacıların ilgisini çeken alanlardan birisidir. Sportif sermaye, (Rowe, 2015)
tarafından psikolojik, sosyal ve fizyolojik alanlar olmak üzere üç boyutta incelenmiştir.
... From the perspective of reasoned action theory (Fishbein & Ajzen, 1975), attitudes and subjective norms are key predictors of behavior. However, when viewed through the lens of perceived control theory (Rotter, 1954), an individual's belief in their ability to control a situation or its outcomes can significantly reduce anxiety. Proactive individuals seem to enhance their sense of control by viewing threats as opportunities. ...
... Consequently, high levels of control prevent individuals from experiencing anxiety about AI's anthropomorphism, AI learning capabilities, job replacement, and the potential for AI to become uncontrollable. These results can also be interpreted through the lens of perceived control theory (Rotter, 1954) and reasoned action theory (Fishbein & Ajzen, 1975). Career adaptability appears to enhance internal control by fostering concern and confidence, which positively influence attitudes toward appropriate behaviors in response to AI anxiety (AIA). ...
This study evaluated the psychometric properties of the Persian version of the Artificial Intelligence Anxiety Scale (AIAS) among Iranian college students, with a focus on gender differences. Additionally, it examined the mediating role of career adaptability in the relationship between proactive personality and AIAS. A sample of 317 participants completed the AIAS, Career Adaptabilities Scale, and Proactive Personality Scale. Results confirmed a four-factor second-order structure for the AIAS, consistent across genders. Divergent validity was supported by significant negative correlations between AIAS scores and career adaptability (r = −.37, p < .001) and proactive personality (r = −.33, p < .001). Convergent validity was demonstrated by average variance extracted (AVE) values (total score: 0.66) and subdimensions, along with strong internal consistency (Cronbach’s α = 0.95; composite reliability: 0.97). The findings further highlighted the mediating effect of career adaptability in the relationship between proactive personality and AIAS, offering valuable insights for future research.
Keywords: artificial intelligence anxiety, career adaptability, proactive personality, psychometric properties.
... The psychological perspective accentuates the key personality traits and behaviors that define the entrepreneurial individual. Within this framework, seminal theories such as Positive Psychology (Seligman, 2002) and Locus of Control (Rotter, 1954) have profoundly shaped our understanding of entrepreneurial motivation and behavior. These theories are essential for elucidating the psychological foundations of entrepreneurship, shedding light on how entrepreneurs cultivate resilience, immerse themselves in their endeavors, and exercise agency in environments rife with uncertainty; elements that are critical to fostering both innovation and business success. ...
... The Locus of Control theory (Rotter, 1954) posits that individuals interpret events in their lives either as the result of their own actions (internal locus) or as influenced by external factors beyond their control (external locus). Those with an internal locus of control believe that their personal choices, actions, and capabilities directly shape the outcomes they experience. ...
A knowledge network is defined as a form of social interaction designed to complement and enhance the benefits derived from the exchange of knowledge. In this regard, entrepreneurship can illustrate how these network structures influence the success or failure of a nascent business. The aim of this study is to analyze how knowledge networks, grounded in trust and solidarity, impact entrepreneurial activity by fostering synergies that promote innovation and employment. To this end, the theoretical-conceptual model called Knowledge Networks Based on Solidarity in Entrepreneurship is proposed. The research adopts a qualitative methodology based on the case study method, focusing on Company M, located in Toluca, State of Mexico, which specializes in the commercialization of construction tools and moldings. The selection of this profit-oriented company allows for the examination of whether entrepreneurial actions are solely motivated by profit maximization or, on the contrary, encompass the formation of knowledge networks characterized by trust and solidarity. A limitation lies in the very nature of the case study, which leads to context-specific findings that are not generalizable. However, the results validate the proposed theoretical-empirical framework, as the analysis reveals a positive correlation between solidarity and knowledge networks within the entrepreneurial domain.
... 34 El modelo se construyó a partir del trabajo de múltiples autores y grupos sobre propuestas teóricas directamente referidas a la motivación y percepción del individuo, aunque se reconoce la fuerte influencia de las teorías de estímulo-respuesta y la teoría cognitiva, ampliamente dominantes durante los primeros cincuenta años del siglo XX. 33 El MCS relacionó por tanto teorías psicológicas de construcción o de toma de decisiones, para intentar explicar la acción humana frente a situaciones de elección de alternativas, de opción comportamental con implicaciones en la salud. 36 Se consolidó con la aplicación de diversas variables en investigaciones formuladas ante problemas reales experimentados por la sociedad norteamericana. Así fue como el soporte teórico-conceptual y la arquitectura básica del MCS se desarrollaron simultáneamente gracias a la solución de problemas y a la práctica de la salud pública. ...
... de riesgos o construcción de decisiones bajo situaciones de incertidumbre: el de concepto de refuerzo o aprendizaje social, el modelo de decisión de expectativas de utilidad subjetiva, el de análisis de desempeño del comportamiento, la teoría de motivación para la toma de riesgos, y el de análisis de toma de decisiones bajo incertidumbre.[36][37][38][39][40] Sin em- ...
En contextos académicos y profesionales se requieren sólidas bases teóricas y conceptuales para la intervención de la realidad, sea mediante la investigación o acciones programáticas planeadas. En un esfuerzo por explicar el fracaso masivo de participación de las personas en programas para prevenir o detectar enfermedades, un grupo de psicólogos sociales del servicio de salud pública de los Estados unidos de América desarrolló en la década del 50 un modelo psicosocial para explicar comportamientos relacionados con la salud: el modelo de creencias en la salud. Ha sido el más sistémicamente usado y citado para explicar acciones de prevención de enfermedades, respuestas a síntomas y enfermedades así como otros diversos patrones comportamentales con efectos en salud. El artículo presenta argumentos sobre el uso de bases teóricas y modelos, así como la historia, componentes y usos del modelo de creencias, con énfasis en sus aportes en investigación e intervención comportamental para prevención de la enfermedad y la protección y promoción de la salud.
... Si bien, estudios previos habían encontrado diferencias individuales en la percepción de causalidad personal en humanos (cf. Rotter, 1954;1955;, dichas diferencias solo se habían estudiado cualitativamente (e.g., Sims & Baumann, 1972), impidiendo identificar su origen. En contraste, estudios experimentales con palomas han mostrado que la percepción de causalidad personal depende de la relación temporal entre una R y un CE. ...
... Asimismo, percibir que un evento ambiental depende de nuestro comportamiento cuando no hay una relación causal verdadera, puede resultar en patrones de conducta irrelevantes o contraproducentes (i.e., Skinner, 1948). Rotter (1954;1955; describió estas problemáticas al señalar las implicaciones de tener un Locus de Control Externo o Interno. Sin embargo, atribuyó estas diferencias a rasgos de personalidad, sin indagar en las condiciones que determinan que una persona atribuya o no un evento ambiental a su propia conducta. ...
La “percepción de causalidad personal” se ha estudiado con palomas al apagar una tecla de forma dependiente o independiente al picoteo a dicha tecla. Entonces, se ilumina una tecla a cada lado. Las palomas deben picar una tecla después de un cambio de estímulos (CE) dependiente o la otra tecla después de un CE independiente. Se ha observado que la precisión de la percepción de causalidad personal de las palomas disminuye al alargar la demora entre las respuestas y los CE dependientes. En el presente estudio se replicó este procedimiento con humanos para averiguar si la demora entre las respuestas y los CE dependientes determina la percepción de causalidad personal en humanos de manera similar que en palomas. La demora varió entre 0, 0.5, 1, 2 y 4 s. Los aciertos de los humanos disminuyeron al alargar la demora de forma similar que con las palomas. Las curvas Características Operativas del Receptor no mostraron sesgos sistemáticos en los reportes de los participantes conforme se alargó la demora. Se concluyó que las palomas y los humanos discriminan entre CE dependientes e independientes a sus respuestas con base en el tiempo entre su última respuesta y el CE, conforme a una discriminación condicional.
... One of the formative dimensions of personality during adolescence is locus of control (LOC), defined as an individual's belief in the locus of control over reinforcement [22,23]. This concept is derived from Rotter's social learning theory, which allows us to understand how an individual perceives the relationship between his or her own behavior and its consequences. ...
... Locus of control may be significantly related to adolescents' social, emotional, and educational functioning [31]. Given that locus of control is formed as a result of social learning [22,23], parental behavior may be related to the child's perception of the relationship between behavior and its consequences. The present study aimed to determine the importance of perceived parental attitudes of mothers and fathers on locus of control in a group of Polish adolescents. ...
Introduction: The process of personality formation is closely related to the period of adolescence. One of the dimensions of personality-locus of control (LOC) can be defined as a person's beliefs about the locus of reinforcement control. Considering that the locus of control is formed as a result of social learning, the adolescent's perception of the relationship between his own behavior and its consequences may depend largely on his par-ents' attitudes toward him. The aim of this study is to examine the relationship between parental attitudes and adolescents' locus of control. Materials and methods: The study was conducted among 386 students aged 13-16 years (M = 14.87): 208 girls and 178 boys were included. The research instruments used in the study were the Parental Attitude Scale (SPR-2) by M. Plopa and the Sense of Control Questionnaire-revised version (KBPK-R) by Krasowicz-Kupis and Wojnarska. Results: According to the results of the study, parental attitudes are related to both the general level of locus of control in adolescents and the locus of control in a situation of success and failure. Conclusions: The results of the study underscore the importance of parental attitudes and the role of parents in shaping adolescent personality. Research suggests that parental attitudes may be both a risk factor and a protective factor in the development of adolescent psychopathology.
... V publikácii predstavujeme vybrané koncepty sebaregulácie, ktoré majú súvis so školským prostredím a rizikovým správaním, napr. locus of control (Rotter, 1954;Levenson, 1981;Lefcourt, 1981), percipovaná kontrola (Skinner, 1995), nastavenie mysle (Dweck, 2017), odloženie uspokojenia, horúci a studený systém (Mischel et al., 1989), exekutívne funkcie (Lehto et al., 2003). & Skopal, 2015). ...
... Our publication presents selected concepts of self-regulation related to the school environment and risk behaviour, e. g. locus of control (Rotter, 1954;Levenson, 1981;Lefcourt, 1981), perceived control (Skinner, 1995), mindset (Dweck, 2017), delay of gratification, hot and cool system (Mischel et al., 1989) and executive functions (Lehto et al., 2003). ...
Sebaregulácia je jednou z kľúčových ľudských schopností. Jej jadro tvoria presvedčenia o tom, či sa človek vníma ako autonómna a kompetentná bytosť, či preberá zodpovednosť sa svoje správanie, aké si vyberá ciele, ako ich dosahuje, plánuje, organizuje svoje aktivity, ako sa rozhoduje a aké emócie pri tom prežíva.
Táto kniha prináša pohľad na sebareguláciu ako ochranného faktora rizikového správania v dospievaní. Problematika rizikového správania u dospievajúcich je stále otvorená a živá téma v zmysle meniacich sa dominánt jeho foriem, ktoré reflektujú
vývin spoločnosti. Náš výskum má za cieľ prispieť k poznaniu fungovania vybraných fenoménov.
Veríme, že kniha prinesie bližšie pochopenie problematiky
a cenne informácie nielen pre odborníkov z praxe, metodológov/metodologičiek prevencie, psychológov/psychologičky, ale aj učiteľov/učiteľky a rodičov, ktorí sú v každodennom kontakte s dospievajúcimi.///
Self-regulation is one of the key human abilities. At its core, we can find beliefs about whether a person perceives himself/herself as an autonomous and competent being, whether s/he takes responsibility for his/her behavior, what goals s/he chooses, how s/he achieves them, how s/he plans, organizes his/her activities, how s/he makes decisions, and what emotions s/he feels in doing so. This book provides insight into self-regulation as a protective factor for risky behaviors in adolescence. The issue of risk behavior in adolescents is still an open and lively topic in terms of the changing dominance of its forms that reflect the evolution of society. Our research aims to contribute to the knowledge of the functioning of selected phenomena. We believe that the book will bring a closer understanding of the issue and valuable information not only for practitioners, prevention methodologists, and psychologists, but also for teachers and parents who are in daily contact with adolescents.
... General Learning Press. 6 Rotter, J. B. (1954). Social Learning and Clinical Psychology. ...
... Content-Based Language Teaching (CBLT): CBLT integrates language instruction with subject matter content, viewing language learning as a means to acquire subject knowledge. For example, learners study global warming in a foreign language to enhance both language skills and content understanding (Snow, Met, & Genesee, 1989) 13 . 4. ...
The article focuses on key theories of learning and
teaching approaches for modern foreign languages. It
examines Behaviorism, Constructivism, Social Learning
Theory, Cognitive Load Theory, and Humanistic
Learning Theory, presenting each with its strengths
and limitations in educational settings. The article also
explores specific language teaching approaches, such
as Communicative Language Teaching and Task-Based
Language Teaching, highlighting their unique
perspectives. It concludes by emphasizing the
interconnectedness of these theories and approaches
and their relevance in Uzbekistan's classrooms.
Teachers are encouraged to choose theories and
approaches based on student needs and learning
contexts, with the goal of enhancing language learning
experiences.
... For GBM, "the term 'good' ("gut" [in German]) is invented first as a spontaneous celebration of "the exalted proud soul" while […] 'bad' […] is an afterthought" and designates all those things that are not 'good ' (2002: 208).Conversly, in GEM the term "evil" ("böse" [in German]) comes first (to often to meet certain social expectations or goals" (Manher, 2023: Available online: https://thecontentauthority.com). 13 Locus of control refers to how much control a person perceives they have over their own behaviour. Based on this an individual could have either an internal or external locus of control (Rotter, 1954). ...
... 13 Locus of control refers to how much control a person perceives they have over their own behaviour. Based on this an individual could have either an internal or external locus of control (Rotter, 1954). Subsequently if you have an internal locus of control you believe you have a lot of influence over your behaviour, while a person with an external locus of control thinks their behaviour is due to external factors, such as luck. ...
A cross paradigm study looking at the increase in levels of anxiety, depression and decline in psychological well being from a broader philosophical and psychological historical perspective. Using the works of George Simmle, Karl Jung and Erhich Fromm to contextualise the authors study, the look into our contemporary experiences of money, society and phycology and how this shapes conceptions of self and the ethical implications this may have.
... In the above article, six theories were used, namely Kim's Cross-Cultural Adaptation theory (Kim, 1988), Berry's Acculturation theory (Berry, 1980), Maslow's Hierarchy of Needs theory (Maslow, 1968), Social learning theory (Rotter, 1954), Social Psychoanalytic Theory (Fromm, 1990), and Anxiety and Uncertainty Management (AUM) theory (Gudykunst, 1988). Among 14 studies, only 4 used theories. ...
... Based on this theory, the researchers suggested that the university should meet the needs of international students, reduce the problems in the adaptation process, and improve the satisfaction of international students. Similarly, Rotter (1954) proposed that human behaviour is based on observation of others in society, but dissatisfaction arises when a person's learning is inconsistent with his psychological needs. Fromm (1990) believes that people's needs need to be met in society, and society should continue to develop to meet individual needs. ...
With the accelerating process of globalisation, studying abroad has gradually become a common phenomenon. China is the world's largest source of international students, and Chinese students’ adaptation to a foreign country has always been the focus of scholars. Although Chinese students have become the second-largest group of international students in Malaysia, few studies concentrated on the cross-cultural adaptation of this group in Malaysia. This literature review further confirms this situation. From 2010 to 2021, only 14 articles were obtained through both Google Scholar and Scopus databases and manual search. Among the limited literature,4 articles took Chinese international students as samples. In other research, the samples were international students from all over the world, and Chinese students only accounted for a part. Moreover, most of the studies only selected samples from one location, affecting the results' representative. In addition, the research topic was relatively unitary; the 14 studies mainly discussed the factors affecting the cross-cultural adaptation of Chinese students in Malaysia and suggested suggestions to improve their adaptation. In terms of research design, 12 articles applied a cross-sectional survey but onlyinvolved independent and dependent variables without moderating or mediating variables; the research framework was relatively simple. However, cross-sectional studies cannot determine causal relationships between variables and are insufficient to show the dynamic process of cross-cultural adaptation. On this basis, some suggestions for future research are put forward. Keywords: Cross-Cultural Adaptation; Psychological Adaptation; Sociocultural Adaptation; Academic Adaptation, International Students
... Sosyal öğrenme, insan davranışının açıklanmasında sadece biyolojik ve fizyolojik süreçlerin yeterli olmadığı; kişilik, biliş ve çevresel faktörlerin de etkili olduğu felsefesine dayanmaktadır . İlk defa Julian Rotter tarafından literatüre kazandırılmış (Rotter, 1954) olsa da modern halini Bandura ve Mischel'in çalışmaları ile almıştır . öz yeterliğin temelinde yeterlik beklentisinin olduğunu belirtmekte ve bunu da istenilen bir davranışı başarılı bir şekilde yerine getirmeye yönelik inanç (conviction) olarak tanımlamaktadır. ...
... Social learning is based on the philosophy that biological and physiological processes alone are not sufficient to explain human behavior; it is based on the philosophy that personality, cognition , and environmental factors are also effective . Although it was first introduced to literature by Julian Rotter (Rotter, 1954), it took its modern form with the works of Bandura and Mischel (Hogben & Byrne, 1998). specify that the basis of self-efficacy is the expectation of competence and defines it as the conviction of successfully performing a desired behavior. ...
Giriş: Bilişsel esneklik değişimlere hızlı ve esnek bir şekilde adapte olabilmeyi içerirken, öz yeterlik kişinin yeteneklerine ve yeterliklerine duyduğu güven olarak açıklanmaktadır. Kapsayıcı eğitim ise tüm öğrencilerin her türlü eğitim olanaklarına erişiminin sağlandığı fikrine dayanmaktadır. Bu bağlamda araştırmanın amacı, beden eğitimi ve spor öğretmenlerinin kapsayıcı eğitime yönelik öz yeterlikleri ile bilişsel esneklikleri arasındaki ilişkinin incelenmesidir Yöntem: Araştırmanın evrenini Sakarya ili devlet okullarında görev yapmakta olan beden eğitimi ve spor öğretmenleri oluşturmaktadır. İlişkisel tarama yöntemi ile tasarlanan araştırmaya, kolayda örnekleme yoluyla seçilen 120 erkek (%76.4) ve 37 kadın (%23.7) olmak üzere toplam 157 (yaş = 40.83 ± 8.07) öğretmen katılmıştır. Veri toplama aracı olarak, “Öğretmenlerin Özel Gereksinimli Bireylerin Eğitimine Yönelik Öz Yeterlik Ölçeği”, “Bilişsel Esneklik Envanteri’’ ve araştırmacılar tarafından geliştirilen “Kişisel Bilgi Formu’’ kullanılmıştır Bulgular: Öğretmenlerin bilişsel esneklik düzeyleri ile özel gereksinimli bireylerin eğitimine yönelik öz yeterlikleri (ÖGBEYÖ) arasında pozitif yönde orta düzeyde anlamlı bir ilişki olduğu (p < .05) ve bilişsel esnekliğin ÖGBEYÖ’yi açıklamada anlamlı yordayıcı güce sahip olduğu tespit edilmiştir (p < .05). Bunun yanı sıra, katılımcıların ÖGBEYÖ ve bilişsel esneklik puanlarında ders alma durumlarına göre istatistiksel olarak anlamlı farklılık tespit edilmese de (p > .05) ortalama puanlarının yüksek olduğu belirlenmiştir Tartışma: Öğretmenlerde bilişsel esneklik arttıkça özel gereksinimli bireylere yönelik öz yeterliklerinin de arttığı başka bir ifade ile farklı ortamlara uyum sağlayabilen, pratik düşünme becerisi geliştiren öğretmenlerin öz yeterliklerinin bu özeliklerden olumlu yönde etkilendiği, kapsayıcı eğitime yönelik ders alanların ise öz yeterlik düzeylerinin nispeten yüksek olduğu söylenebilir
... The next pertinent variable used in the present research is Locus of Control (LOC) which refers to the degree of an individual"s perception of their control over their lives, and environment. If a person believes that the control of his life is in his hands, he is deemed to have internal locus and if his belief is that whatever happens in his life is due to uncertainties, fate, luck or chance or other environmental factors, he has external LOC (Rotter, 1954;Lefcourt, 1976). ...
To the knowledge of the researcher of work at hand, no study has researched on the dynamics
of both Ethnocentrism and Locus of Control on Willingness to Buy Foreign Product, which
forms the basic purpose of this paper. The descriptive research primarily based in Nigeria
employed non-probability convenience sampling and sample size of 238 covered mutually
private and public sector employees. Cronbach’s Alpha, Pearson correlation, One-way
analysis of variance (ANOVA), regression analysis, One Sample T-Test, Pearson Chi-Square,
mean, standard deviation and Percentages as statistical measures was used to analyse and
reach the research objectives. Though actual purchase behaviour for overseas products was
not in purview of this study, it was found that inNorthern Nigeria moderate levels of
ethnocentrism was recorded for the employees surveyed. Nevertheless, only internal LOC was
correlated with ethnocentrism. In the end, the paper provides various business and managerial
recommendations and repercussions for researchers and management practitioners alike vis-à-
vis afore mentioned variables.
Keywords: Ethnocentrism, Willingness to Buy Foreign Product, Locus of Control, Employees,
Nigeria
... LoC, a psychological characteristic, is the degree to which individuals take personal responsibility as a result of their behaviors and actions (Gardner & Warren, 1978;Rotter, 1954). LoC influences individuals' experiences and behaviors in all life situations, especially in school life (Malach et al., 2020). ...
This study aims to examine how external locus of control (eLoC) impacts students’ academic procrastination behaviors in asynchronous distance education with regard to compulsive internet habits, cyberloafing, disrespect for copyright, learning goal orientation, and self-efficacy. The sample comprised a total of 916 undergraduate students. Mediation analyzes were conducted to elicit the relationships among the variables. Data were collected through an online inventory, which included a personal information form and various scales.The results indicated that eLOC positively predicted academic procrastination. This association is mediated by compulsive internet use, learning goals, self-efficacy, and disrespect for copyright. Moreover, this study also revealed mediator relationships between cyberloafing, compulsive internet use, self-efficacy, learning goal orientation, and disrespect for copyright. In conclusion, procrastination in distance education settings has a complex and multifaceted nature in terms of the interrelationships between self-perception, motivational beliefs, and distracting online behaviors.
... Bandura [46] defined self-efficacy as beliefs in the person's capability to manage and implement courses of action required to organize prospective situations. Stemming from [47] the locus of control concept in social learning theory, within the social cognitive theory, [48] opined the sense of self-efficacy is the teacher's evaluation capability to bring about positive behavior changes in students. Alternatively, Tschannen-Moran et al. [49] raised a comprehensive integration model for teacher efficacy combining the concept of Rotter's locus of control and Bandura's self-efficacy to analyze the cyclical nature of the teacher efficacy process. ...
... Locus of control refers to an individual's belief in their ability to control the outcomes of their life events. This concept was first introduced by Rotter (1954) and has been widely studied in psychology and related fields. There is internal locus of control and external locus of control. ...
This paper investigates the impact of locus of control on wage outcomes using an instrumental variable (IV) approach. It explores how an individual’s belief in their ability to influence life outcomes affects earnings, with data from the National Longitudinal Survey of Youth (NLSY79). The study finds a significant 26.1% wage increase for each standard deviation rise in locus of control. For lower-wage earners, this effect results in a 60% wage premium, while high earners see minimal impact. These results suggest that assessing locus of control in hiring could enhance productivity and identify potential high-performing employees.
... In contrast, those with a high external LoC believe their health is largely determined by physicians, other people, or chance. [3]. Rotter emphasized specific expectations over generalized ones to predict behaviors in specific situations better. ...
The MHLC-C is a condition-specific instrument measuring the internal and external loci of control beliefs, adaptable to various health conditions. Translated into Swedish and Chinese, this study aims to translate the MHLC-C into German using the FACID-Method. The English version is validated and reliable; the German version requires these validation steps.
... In the social learning theory by Rotter (1954Rotter ( , 1955Rotter ( , 1960, a reward or reinforcement will make people more confident that a specific behavior will lead to a similar reward or reinforcement in the future. When people expect a reward after a specific behavior, not getting this reward will lessen or end this expectation. ...
... Келли [270], включающая в себя разработанную американским психологом теорию личностных конструктов, а также социально-когнитивную теорию личности А. Бандуры [266] и Дж. Роттера [276]. Когнитивная психология представляет собой подход, подчеркивающий значение таких когнитивных процессов, как познание, восприятие, мышление, внимание, память, речь и другие когнитивные функции, связанные с обработкой информации, её хранением и использованием. ...
The monograph presents a study of the process shaping future leaders of global high-tech markets technologies, focused on developing its own approach based on a systems approach. Risk factors for self-determination of students in the context of digital transformation of society are considered. The results obtained can be useful for practical application in educational programs aimed at developing effective leadership skills among students and youth involved in the field of high technologies.
... Hope fulfilled increases buyer trust and confidence, leading to customer satisfaction and loyalty. implicit and explicit communication can affect externals (those who blame self-relevant events on external events and others [48], [49]. The higher the level of trust in the marketing message, the higher the level of buyer confidence. ...
Customer behavior, market dynamics, and technological advances have made it challenging for marketing theorists to provide comprehensive explanations and actionable insights. Although there are numerous substantive marketing frameworks, no formal marketing theory exists. This study aims to develop the first formal grounded theory in marketing by incorporating artificial intelligence and Forde's conceptual framework as a guiding lens. Charmaz's constructivist grounded theory tradition and Forde's conceptual framework and data analysis strategy were employed for this purpose. The data analysis strategy used with grounded theory‘s constant compare-and-contrast method comprises holistic and systems thinking, dramaturgical and situational analysis, perspective-taking, and deconstruction. To evaluate Glaser‘s assertion that all is data, artificial intelligence was incorporated into the research as the data source for retrieving the theoretical samples to address the primary research question: How can Forde's conceptual framework and artificial intelligence be leveraged to develop a formal marketing theory grounded in evidence? Of significance was the emergence of democratic marketing behaviors and the normalization of anti-democratic marketing approaches leveraged to manipulate buyers or gain access to segments of customers. Buyers and sellers can simultaneously benefit from and be prejudiced by marketing exchange dynamics. This finding lends credibility to the newly emerged framework of strategic actions where empowerment and disempowerment are leveraged to achieve specific goals. Considering this finding, it is suggested that businesses view marketing as a symbiotic relationship between two power centers, buyers, and sellers, who respectively strive to maintain human dignity and sustainability. Researchers are encouraged to apply the framework across substantive areas, international markets, public relations, political campaigns, and others.
... For this purpose, the current study will follow the four standard steps given by Brislin (1976) to maintain conceptual equivalence between translated version and original version of the scale. Drug-related Locus of Control Scale was originally developed by Hall (2001) based on the Theory of Social Learning proposed by Rotter (1954). The scale consists of 15 forced-choice statements measuring the individual's drug control expectancies in different substance use related social situations. ...
Translation, adaptation and cross language validation of English version of drug-related locus of control into native language was required to make the all professional work easy for the professionals dealing with the diverse substance user population of Pakistan who could not understand English language. Urdu version of DRLOC scale will make their valuable participation easy into the research and clinical activities related to their rehabilitation and recovery process.it easy. The study was consist of three parts, first part translation, adaptation and tryout of the translated scale, second step was Pilot Testing and Cross Language Validation of the scale and the third step was to determine the psychometric properties, discriminant validity and Confirmatory Factor Analysis of the Urdu DRLOC scale. The sample was selected through convenient sampling method and divided into n= 20(for tryout), n=100(for cross language validation) and n=200(for CFA, Psychometric properties and discriminant validity) respectively. Participants were consist of substance users under rehabilitation process in different addiction treatment centers of Rawalpindi and Islamabad, Pakistan with the age ranges from 18 to 55 years. The results indicate that the cross language validation of the DRLOC scale was highly significant (p<.01). The discriminant validity of the scale also indicates that the external locus of control is negatively correlated with depression which proves the discriminant validity of Urdu DRLOC scale. Confirmatory Factor Analysis also indicated that models are reasonably fit. The Urdu translated version of DRLOC scale is valid and reliable assessment tool and conceptually equivalent to original DRLOC scale. 1. INTRODUCTION Substance use is a rapidly spreading problem all over the world especially in Pakistan which sets responsibility on scholars and researchers to study extensively on the causal and supportive factors promoting the rapid spread of substance use. But linguistic barrier in Pakistan hinders majority of the representative population from taking part in these valuable studies. In Pakistan Urdu is a native language so most of the population especially substance users lack the English language proficiency because of the many factors including poor academic record and early school dropout. In this regard, drug-related Locus of control is an important phenomenon to understand during the rehabilitation process of the substance users. Locus of control opens many windows to recovery from addiction as well as towards the relapse. For instance, many substance rehabilitation professionals need to assess the domain specific (drug related) locus of control of substance users to initiate and plan the counselling and intervention during rehabilitation which could be difficult with the scale in English language. So translation, adaptation and cross language validation of English version of drug-related locus of control into native language will make the all professional work easy for the professionals dealing with the diverse substance user population of Pakistan. Aim of the current study is to translate, adapt and culturally validate the drug-related locus of control scale for the substance user population who could not understand the English language easily. Drug-related locus of control scale in Urdu language will provide more honest, genuine, and reliable results about the perception of control over life circumstances of the targeted population. While the cross language validation process will determine the fidelity of the construct even after translating it to avoid cultural biases. The current study supports the idea that people generally feel text more worth responding and more understandable if it is in their native language. Because of the increased use of drug-related locus of control construct in studies dealing with substance use population, it is more important to provide the indigenized assessment tool to the researchers and professionals in people's native language. For this purpose, the current study will follow the four standard steps given by Brislin (1976) to maintain conceptual equivalence between translated version and original version of the scale. Drug-related Locus of Control Scale was originally developed by Hall (2001) based on the
... Another classic line of investigation in learning theory seeks to account for the social aspects of learning. This approach was pioneered by Rotter (Rotter 1954) and further developed by Bandura (Bandura and Walters 1977). Bandura's social learning theory augments trial-and-error, stimulus-response behaviorism with more cognitively informed accounts of learning. ...
Peer learning is a novel high-level reinforcement learning framework for agents learning in groups. While standard reinforcement learning trains an individual agent in trial-and-error fashion, all on its own, peer learning addresses a related setting in which a group of agents, i.e., peers, learns to master a task simultaneously together from scratch. Peers are allowed to communicate only about their own states and actions recommended by others: "What would you do in my situation?". Our motivation is to study the learning behavior of these agents. We formalize the teacher selection process in the action advice setting as a multi-armed bandit problem and therefore highlight the need for exploration. Eventually, we analyze the learning behavior of the peers and observe their ability to rank the agents' performance within the study group and understand which agents give reliable advice. Further, we compare peer learning with single agent learning and a state-of-the-art action advice baseline. We show that peer learning is able to outperform single-agent learning and the baseline in several challenging discrete and continuous OpenAI Gym domains. Doing so, we also show that within such a framework complex policies from action recommendations beyond discrete action spaces can evolve.
... There is a number of different ways control beliefs have been conceptualized. Control beliefs were initially defined as unidimensional construct (Rotter, 1954(Rotter, , 1966, but multidimensional approaches emerged shortly afterwards (e.g., Levenson, 1981; for a more detailed discussion about the dimensionality of control beliefs see Reich & Infurna, 2017). ...
Previous research showed the importance of control beliefs for many life outcomes. The current study examines associations between subjectively perceived work environment and objectively measured work activities at the beginning of midlife as a central developmental phase in the context of work, with control beliefs across the subsequent 20 years. We analyzed four-wave longitudinal data from N = 374 participants (born 1950-1952; Mage baseline = 44 years, SD = 1; 44% women) from the Interdisciplinary Longitudinal Study of Adult Development and Aging (ILSE) within a structural equation modeling framework. Over 20 years and overall, internal control beliefs were stable, while external control beliefs decreased. Individuals who reported higher task variety and better social integration at work at baseline also reported higher levels of control beliefs for positive life outcomes. In addition, higher social integration at work at baseline was related to lower levels of external control beliefs. Work characteristics at baseline were not associated with individual differences in change in control beliefs across the 20-year observational interval. In summary, our findings suggest that work experiences at the prime of job-related development around the midst of the 5th decade of life do not play a major role in subsequent control beliefs development across 20 years. However, investigations measuring control beliefs as well as work characteristics continuously over a long period of time are necessary to shed light on reciprocal influences between work and personality.
... Students learn more effectively when they actively engage with the material and interact with their peers. Grusec (1994) claims that the theory of social learning started out as an attempt by R. Sears, Rotter (1954), and others to combine the theoretical frameworks of stimulus-response (S-R) and psychoanalytic learning into a more thorough explanation of human behaviour. This was done because of the rigidity of the latter and the clinical richness of the former. ...
The purpose of this desk research paper is to demonstrate the application of social learning theory to the field of education. According to the notion of social learning, people can pick up new behaviours by watching and copying the actions of others in social situations. It says that even in the lack of muscular reproduction or direct reinforcement, learning is a cognitive process that happens in a social setting and can happen only through observation or direct instruction. Vicarious reinforcement is the method via which learning happens when rewards and penalties are observed in addition to behaviour. Regular rewards for a given behaviour increase the likelihood that it will continue; on the other hand, frequent punishments increase the likelihood that a behaviour will stop. The idea stresses the significant roles of numerous internal processes in the learning individual, building upon classic behavioural theories that hold that behaviour is only controlled by reinforcements.
... According to Riskayanti (2021), it is positive and partially significant to consumptive behavior, which means that the higher the level of understanding financial literacy, the lower the consumptive behavior. This is supported by Munawir The peer group is a student's social environment that plays a vital role in the development of everyone (Yusuf, 2009 Locus of control is an object of psychological study to determine individuals' ability to control behavior and is related to impulsive buying (Rotter, 1960 The theory of planned behavior (TPB) and the theory of reasoned action (TRA) can be used to study how impulsive buying often results in consumptive behavior (Ajzen, 2002). The modification of TRA in consumptive behavior can be seen in Figure 1. ...
The consumptive behavior of students tends to be excessive. Therefore, this study aims to test the impact of financial literacy, peer group, social media usage, and locus of control on students’ consumption behavior. The population consists of 41,061 active S-1 students of Universitas Negeri Semarang, Jawa Tengah, Indonesia. 5% of 398 samples had an error rate using the Slovin formula. Primary data were collected through surveys employing a 5-point Likert scale. The questionnaire constructed in Google Forms was distributed using WhatsApp group. The data collected were then subjected to validity and reliability tests. Thus, the response variable was consumptive behavior; three predictor variables were financial literacy, peer group, and social media usage; and the mediating variable was locus of control. The results show that financial literacy affects consumptive behavior negatively, with a coefficient of –0.109 and a significance value of 0.041. Peer groups, social media usage, and locus of control had a positive and significant effect on consumptive behavior directly. The coefficients were 0.039, 0.518, and 0.218, with significance values of 0.031, 0.000, and 0.000. Financial literacy and peer groups have a positive and significant effect on the locus of control with coefficients of 0.0638 and 0.251 and significance values of 0.000. In addition, locus of control has been proven as a mediator in the influence of financial literacy and peer groups on consumptive behavior.
AcknowledgmentWe acknowledge the Faculty of Economics, Universitas Negeri Semarang, for publication funding.
... 4. Experiential Learning: Engaging but challenging to implement and may incur additional costs (Kolb, 1984) 14 . ...
This article delves into the complex relationship between theories of learning and teaching approaches, specifically within Uzbekistan's classrooms. Theoretical frameworks like constructivism, sociocultural theory, and behaviorism influence teaching methods, impacting language education. Constructivism promotes active knowledge construction, sociocultural methods emphasize social interactions, and behaviorism relies on reinforcement. Despite their strengths, these approaches have limitations. Various factors, including cultural context, educational policies, teacher beliefs, and resource availability, shape this relationship in Uzbekistan. Understanding these influences is crucial for improving the effectiveness of foreign language teaching in the country's classrooms. Аннотация: В этой статье рассматриваются сложные взаимоотношения между теориями обучения и подходами к преподаванию, особенно в школах Узбекистана. Теоретические основы, такие как конструктивизм, социокультурная теория и бихевиоризм, влияют на методы обучения, влияя на языковое образование. Конструктивизм способствует активному построению знаний, социокультурные методы подчеркивают социальные взаимодействия, а бихевиоризм опирается на подкрепление. Несмотря на свои сильные стороны, эти подходы имеют ограничения. Эти отношения в Узбекистане формируются различными факторами, включая культурный контекст, образовательную политику, убеждения учителей и наличие ресурсов. Понимание этих влияний имеет решающее значение для повышения эффективности преподавания иностранного языка в классах страны.
... Zrozumienie pojęcia umiejscowienia poczucia kontroli wymaga zatrzymania się przy teorii, z której ten konstrukt się wywodzi. Teoria społecznego uczenia się Juliana Rottera, (Rotter, 1954) jest swoistą bazą dla konceptu poczucia kontroli. Podkreślana jest w niej rola oczekiwań i wzmocnień w kształtowaniu się rodzaju poczucia umiejscowienia kontroli, a co za tym idzie i zachowania. ...
Problem lub hipotezy: W pracy badam domniemany związek poczucia osamotnienia oraz umiejscowienia kontroli z deklarowaną jakością życia oraz przeżywanymi emocjami w czasie pandemii COVID19.
Metoda: Próba badanych (N=105), odpowiadała na szereg pytań dotyczących poczucia umiejscowienia kontroli, przeżywanych emocji, poczucia osamotnienia, deklarowanej jakości życia oraz subiektywnego poczucia straty. Wyniki zostały zebrane za pomocą ankiety internetowej.
Wyniki: Badanie własne nad poczuciem umiejscowienia kontroli i samotności w kontekście jakości życia i przeżywanych emocji eksplorowało 7 różnych hipotez. Wykazano między innymi, że osoby o wewnętrznym poczuciu umiejscowienia kontroli oraz osoby odczuwające mniejsze osamotnienie, przeżywają mniej negatywnych oraz więcej pozytywnych stanów emocjonalnych niż osoby zewnątrzsterowne, bądź czujące się bardziej osamotnione.
Konkluzje: Osoby wewnątrzsterowne oraz niesamotne przeżywają mniej negatywnych stanów emocjonalnych oraz deklarują wyższą jakość życia niż osoby zewnątrzsterowne.
... The inspiration for the new in psychology MOA Personality and Axiological Model by B. Mróz comes from H. Murray's theory of needs, R.M. Ryan and E.L. Deci's Self-Determination Theory (SDT) (Deci & Ryan, 1985, 1987Ryan & Deci, 2000, J. Rotter's social learning concept (Rotter, 1954;Rotter, Lah & Rafferty, 1992), and M. Rokeach's theory of values (Rokeach, 1967(Rokeach, , 1968(Rokeach, , 1969(Rokeach, , 1973(Rokeach, , 1979. Drawing both on her own research as well as others, Mróz claims that the development of an individual, especially one who is professionally active, is much influenced by the needs of endurance, achievement, self-understanding and understanding others, order, succour, autonomy, dominance, change, nurturance and affiliation (Mróz, 2008(Mróz, , 2011(Mróz, , 2012aFernet & Austin, 2014;Teece, Pisano & Shuen, 1997). ...
Objective. Research findings suggest that within a group of managers, personal and axiological variables, appear to be predictive of the sense of quality of life, and the structure of the new in psychology MOA path model is different for each gender.
Methods. This study focuses on the direct link between the sense of quality of life and the dimensions of the MOA in a group of female and male managers. The sample population comprised 688 managers. A new Modified Sense of Quality of Life Questionnaire, the Adjective Check List (ACL) and the Rokeach Value Scale (RVS) were used to evaluate quality of life and personal and axiological dimensions. Results. The sense of quality of life to be predicted by such dimensions as adaptation, competencies, autonomy, relationships and such values as “mature love” and “security of existence for the family" (providing for family); in short: “family security”. The linear combination of the MOA personality and axiological variables offer an explanation for 46.7% of the variances in the sense of quality of life (44.3% for women, 47.8% for men). Discussion. The linear combination of the MOA personal and axiological variables offer an explanation
of the variances in the sense of quality of life (47%). The variability in the results pertaining to the sense of quality of life in senior-level employees can be explained by the relation between personality traits and values.
Keywords: Personality-Axiological Model MOA, sense of quality of life, managers, competence, relationships, autonomy
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... A szociális tanuláselmélethez 3 kapcsolódóan, elsősorban Julian Rotter (1954Rotter ( , 1982 munkásságára alapozva dolgozta ki Albert Bandura a szociális kognitív elméletét, amelyben olyan kölcsönös meghatározottságot hangsúlyoz, amelyben a viselkedés külső meghatározói (jutalom, büntetés) és belső meghatározói (vélekedések, gondolatok, elvárások) egymással összefonódó, mind a viselkedést, mind a rendszer egyéb tényezőit befolyásoló együttest alkotnak. Ebben a modellben nemcsak a környezet van hatással a viselkedésre, hanem a viselkedés is befolyásolhatja a környezetet (Atkinson, 2005:500). ...
Absztrakt Tanulmányunkban a Szociális Munka Énhatékonyság Skála (Social Work Self-Efficacy Scale) magyar változatának kidolgozását, a hazai mérőeszköz validálási folyamatát, illetve a skála érvényességére vonatkozó empirikus adatfelvétel legfontosabb eredményeit mutatjuk be, elsősorban reliabilitás vizsgálatokra támaszkodva. A skála a szociális munkás hallgatók énhatékonyság-szintjét hivatott mérni. Kutatásunk bizonyította, hogy a skála magyar változata valid, megfelelően működik, alkalmas arra, hogy a hazai kutatásokban, illetve az oktatásban, oktatásfejlesztés területén is alkalmazásra kerüljön.
Abstract In our study, we present the development of the Hungarian version of the Social Work Self-Efficacy Scale, the validation process of the Hungarian instrument, and the most important results of empirical data collection on the validity of the scale, mainly based on reliability studies. The scale is designed to measure the self-efficacy level of social worker students. Our research has convincingly demonstrated that the Hungarian version of the scale is valid, works well, and is suitable for use in domestic research.
... These experimental findings were consistent with prior (e.g., Rotter, 1954) as well as with subsequent clinical and anthropological observations of people's reactions to fearsome events over which they have no actual control. For example, in a 1957 anthropological report by Richter, entitled "On the Phenomenon of Sudden Death in Animals and Man", it was reported that "A Brazilian Indian condemned 8 The contempt for insight-oriented paradigms, in particular psychoanalysis and its variants but also the humanistic-existential tradition of Rogers and Maslow, can be appreciated by the colorful first paragraph of Andrew Salter's classic Conditioned Reflex Therapy: "It is high time that psychoanalysis, like the elephant of fable, drag itself off to some distant jungle graveyard and died. ...
A discussion of the past and present of cognitive behavior therapy from the perspective of my academic and clinical career
... Locus of control, a concept first described by Rotter [83], refers to the extent to which individuals believe they can exert dominion over the situations and experiences that impact them. In an employment context, researchers suggest that workers who have an internal locus of control tend to see outcomes as a result of their own efforts or actions, which has been linked to higher job motivation and performance, as well as being better able to cope with obstacles encountered [23]. ...
Although there is a great demand for graduates in computing fields, companies frequently struggle to find enough workers. They may also grapple with obtaining racial, ethnic, and gender diversity in representation. It has been suggested that the hiring process further contributes to these inequities. This study examined undergraduate computing students’ experiences with technical interviews and their pathways to job attainment, focusing on men and women who identify as Black or African American, Hispanic or Latinx, Asian, and mixed-race. We applied the community cultural wealth framework and employed the methodology of phenomenography to investigate the different assets that students leveraged to succeed in obtaining a position. Our investigation centered around the conceptions of sixteen computing students, all of whom completed at least one technical interview and received at least one job offer. We conducted semi-structured interviews to explore their interpretations of the hiring process, the resources they utilized, and their perceptions of inclusivity in the field. The findings illustrated that students’ support mechanisms included the following categories of description: intrinsic characteristics, capitalizing on experience, community, preparation, and organizational. They relied heavily on distinct forms of capital, particularly social and navigational, to attain a job in computing. Peers and clubs or groups were essential for students to learn about what to expect during the hiring process, to help them prepare, and to make connections with employers. They also helped the students cope with the discrimination they faced throughout their professional trajectories. By investigating the various experiences students have, we contribute to the understanding of how hiring practices may be viewed as well as possible ways to provide support. While students must study for technical interviews and refine their skills and pertinacity in the face of obstacles, industry and academia should consider their role in hiring and its impact. Transparency in what to expect and enhanced preparation opportunities could serve to make the process more equitable for all job candidates.
... There is a broad range of theories and models, each with differing perspectives on particular topics when defining personality constructs [16]. Among them, several models have been developed based on different personality theories such as the FFM [17,44], the HEXACO [37], the Eysenck's Model [10,21], the Learning Style Inventory (LSI) [32,33], the Myers-Briggs Type Indicator (MBTI) [47,48], and the LoC [54,55]. The basis of these models is personality traits1 to describe individuals' behaviors and characteristics. ...
Recent research on information visualization has shown how individual differences such as personality mediate how users interact with visualization systems. Although there is a robust body of research on this relationship, these studies focus on a particular subset of personality constructs. Therefore, there are still personality traits with untapped potential that can provide new findings and inform the design of user-centered visualization systems. This chapter focuses on the conscientiousness personality trait, which measures a person’s preference for an organized approach to life over a spontaneous one. In particular, we believe that conscientiousness may regulate how one prefers graphical encodings and organization. We leverage design guidelines based on user preferences and conscientiousness levels to prototype different information visualization systems. We conducted a user testing phase to understand how these prototypes affect user task efficiency, task efficacy, perceived ease of use, perceived usefulness, and preference. Our findings show that conscientiousness levels lead to distinct user preferences, suggesting an interaction effect between conscientiousness and design guidelines in task efficiency. Additionally, individuals with low conscientiousness scores appear to be faster at completing tasks independently of the design guidelines. Moreover, individuals with high and low conscientiousness scores prefer a visualization specifically designed based on their preferences. Finally, the design guidelines lead to different perceived ease-of-use scores. Our study sheds new light on the relevance of personality as an adaptation technique in the design pipeline of visualization systems.
... Indeed, facets such as trust and cooperation from the agreeableness trait, or assertiveness and friendliness from the extraversion trait, could play a decisive role in peer-grading. Other psychological constructs may also be interesting to consider in this type of setting, such as creativity (Amabile, 2018) and the Locus of Control (LoC) (Rotter, 1954(Rotter, , 1966. In addition, we would like to conduct another study with a larger sample. ...
Recent research has leveraged peer assessment as a grading system tool where learners are involved in learning and evaluation. However, there is limited knowledge regarding individual differences, such as personality, in peer assessment tasks. We analyze how personality factors affect the peer assessment dynamics of a semester-long remote learning course. Specifically, we investigate how psychological constructs shape how people perceive user-generated content, interact with it, and assess their peers. Our results show that personality traits can predict how effective the peer assessment process will be and the scores and feedback that students provide to their peers. In conclusion, we contribute design guidelines based on personality constructs as valuable factors to include in the design pipeline of peer assessment systems.
... This construct is sometimes conceptualized as self-efficacy (Bandura, 1977(Bandura, , 1986(Bandura, , 1989(Bandura, , 1992(Bandura, , 1997Forsyth, Carey, & Fuqua, 1997) and measured by statements about the likelihood of performing the behavior under constraining circumstances (e.g., "when he's been drinking or doing drugs," "when you've been drinking or doing drugs," "when he is sexually excited," "when you are sexually excited," "when he doesn't feel like using a condom"; CDC, 1993a, p. 13). In other instances, despite Bandura's (1986) explicit dismissal of this practice, perceived control has been measured as the trait variable locus of control (Rotter, 1954), which is a general attributional tendency to perceive events as either fortuitous or volitional (see, e.g., Fishbein et al., 1995). We anticipate that future research comparing the many and diverse measures of perceived behavioral control will provide some solutions to this problem. ...
To examine how well the theories of reasoned action and planned behavior predict condom use, the authors synthesized 96 data sets (N = 22,594) containing associations between the models' key variables. Consistent with the theory of reasoned action's predictions, (a) condom use was related to intentions (weighted mean r. = .45), (b) intentions were based on attitudes (r. = .58) and subjective norms (r. = .39), and (c) attitudes were associated with behavioral beliefs (r. = .56) and norms were associated with normative beliefs (r. = .46). Consistent with the theory of planned behavior's predictions, perceived behavioral control was related to condom use intentions (r. = .45) and condom use (r. = .25), but in contrast to the theory, it did not contribute significantly to condom use. The strength of these associations, however, was influenced by the consideration of past behavior. Implications of these results for HIV prevention efforts are discussed.
... Second, studies in which situational variation in AOEs has been investigated have not included memory accessibility as a dependent measure. According to both social learning (Rotter, 1954) and subjective utility (Edwards, 1954) theories, behavioral decision making is influenced by the probability assigned to expected outcomes as well as to the valence individuals ascribe to such anticipated consequences. Although investigators typically infer subjective evaluations of AOEs by examining individuals' endorsements of presumed negative and positive outcomes, it has been argued that the valence of AOEs should be directly assessed (e.g., see Fromme, Stroot, & Kaplan, 1993;Leigh, 1987). ...
Using a within-subject design, this study investigated the situational-specificity hypothesis, namely that alcohol outcome expectancies (AOEs), subjective evaluations of AOEs, and the speed with which AOEs are accessed from memory vary as a function of environmental setting. Thirty-nine undergraduates (20 women), of legal drinking age, responded to the Comprehensive Effects of Alcohol questionnaire (K. Fromme, E. Stroot, & D. Kaplan, 1993) that was presented on a laptop computer in 2 counterbalanced contexts: a laboratory setting and an on-campus bar. Response latencies served as dependent measures for memory accessibility. Consistent with previous research (A.-M. Wall, S. A. McKee, & R. E. Hinson, 2000), evidence in support of the situational-specificity hypothesis was found. Specifically, environmental context influenced undergraduates’ expectations concerning alcohol’s effects and subjective evaluations of AOEs, as well as the speed with which specific AOEs were accessed from memory. Overall, these findings suggest the need for greater attention to situational variation in AOEs.
... However, we also consider positive alcohol expectancies to be a reflection of the basic attitudes and beliefs that make up a generally hedonistic and excitement-seeking approach to life. Based on Rotter's (1954) idea, we assume that expectancies affect the likelihood of specific behaviors (e.g., drinking) and, therefore, are only indirectly associated with alcohol problems, which are essentially the consequences of drinking and failing to adequately regulate drinking behavior. Henderson et al.'s (1994) study represents significant progress in delineating a theory about personality risk and expectancies; ...
This study tested a structural model of the association between familial risk, personality risk, alcohol expectancies, and alcohol abuse in a sample of 224 young adult offspring of alcoholics and 209 offspring of nonalcoholics. The results provided support for 2 personality-risk pathways, a social deviance proneness and an excitement/pleasure seeking path, that accounted for a significant portion of the association between a familial alcoholism and alcohol abuse. The path from familial alcoholism to social deviance proneness lead directly to alcohol problems. The path from familial alcoholism to excitement/pleasure seeking was associated with increased drinking, which, in turn, was associated with alcohol problems. Positive alcohol expectancies accounted for part of the association between excitement seeking and alcohol use. The results suggest 2 different biopsychosocial mechanisms that elevate risk for abuse in the offspring of alcoholics.
A consciência de si e as atribuições dos juízos que interpretam os acontecimentos são aspectos da individualização do sujeito. Este estudo teve como objetivo investigar a relação entre a autoconsciência e o locus de controle nas estratégias de aprendizagem de universitários. A amostra foi composta por 25 universitários. Utilizou-se de uma abordagem quantitativa, a Escala Multidimensional de Locus de Controle de Levenson, a Escala de Autoconsciência Revisada (EAC-R) e a Escala de Estratégias de Aprendizagem para Estudantes Universitários (EEA-U). O projeto recebeu aprovação do Comitê de Ética X. Os resultados não revelaram correlações significativas entre as variáveis. Foram observadas intercorrelações nas medidas de autoconsciência e a relação negativa entre a idade e a dimensão de controle externo, bem como relação negativa entre o semestre e o controle interno. Conclui-se que o locus de controle e a autoconsciência não apresentaram relação com as estratégias empregadas pelos universitários na aprendizagem.
The internet is frequently used in the telecom sector to streamline internal processes and offer real-time services. Conversely, employees in the telecommunications sector are authorized to partake in the act of "cyberloafing," which entails utilizing the internet for personal purposes while on the job. It is becoming more crucial to anticipate and manage those factors because cyberloafing is frequently thought to be hindering industry performance. Can employees' poor psychological well-being have an indirect impact on their performance as a result of their heavy internet usage? On the other hand, those who have a strong internal locus of control (moderator) can maintain their psychological health and enhance worker performance. Our hypotheses are supported by the findings of regression analyses based on three-wave data gathered from 355 telecom workers in Pakistan. This study contributes to understanding of mediating moderating mechanism and provides practitioners with novel approaches for curbing employee cyberloafing in the telecom sector.
يهدف البحث الحالي الى تعرف :
1- توقعات النجاح والفشل لدى طلبة المرحلة الاعدادية والجامعة .
2- الفروق في توقعات النجاح والفشل بحسب متغير المرحلة ( اعدادية – جامعة ) .
ولذلك فقد تبنى الباحث مقياس فيبل وهال (1978 ) المبني على وفق نظرية روتر بعد التحقق من صدقه وثباته طبق على عينة من طلبة المرحلة الاعدادية ( الصف الخامس الاعدادي ) في بغداد / الرصافة الثانية وطلبة جامعة بغداد ، ومن كلا الجنسين (الذكور– الاناث ) بلغ عددهم (400 ) طالب وطالبة ، بواقع (200) طالب وطالبة من المرحلة الاعدادية و (200) طالب وطالبة من طلبة الجامعة ، اظهرت النتائج ان لدى طلبة الجامعة وطلبة الاعدادية لديهم توقعات النجاح اكثر من توقعات الفشل ، كما اظهرت النتائج وجود فروق في توقعات النجاح والفشل ولصالح طلبة الجامعة ، واستكمالا للبحث الحالي وضع الباحث عدد من التوصيات والمقترحات .
The current research aims to identify:
1-Expectations of success and failure among middle and university students.
2-Differences in expectations of success and failure based on the stage variable (middle school – university).
The researcher adopted the Veblen and Hall scale (1978) based on Rotter’s theory after verifying its validity and reliability applied to a sample of middle school students (fifth grade) in Baghdad/Al-Rusafa Al-Thaniyah and university students in Baghdad, including both genders (males and females) totaling 400 students, with 200 students from middle school and 200 students from university. The results showed that university students and middle school students have higher expectations of success than failure. The results also revealed differences in expectations of success and failure in favor of university students. As a continuation of the current research, the researcher provided a number of recommendations and suggestions.
Following the lead of Cooley and Mead, sociologists have long been devoted to the principle that the self and human action are ineluctably social—that is, produced, sustained and guided by the social situational context. Yet despite this central commitment, analysts have consistently complained about “the neglected situation,” finding the resources for situational analysis slim and unsystematic. I review the history of this neglect and assess the current approaches to situational analysis both in sociology and in psychology. I offer a suggestion, derived from this historical review, regarding a reasonably organized approach to situational analysis and based upon a set of decisions that actors face in defining their situation. I view this approach as being applicable not only to face-to-face microinteraction situations but to macroscopic sociological concerns as well.
This paper examines in detail the connection between the approach to alienation as defined in terms of expectancies and reinforcement values, and the same terms as employed in Rotter’s outline of social learning theory. Though commonly used for different purposes, the two theories are shown to reasonably coordinate.
Örgütsel davranış, örgüt içeresindeki çalışanların davranışlarını anlamaya, geleceğe dönük tahminler yapmaya ve davranışlarını kontrol etmeye ilişkin bir disiplindir. Örgütsel davranış, birey davranışlarını, içinde yaşadığı çalışma ortamında incelemekte ve bir ölçüde de bireyin örgütten ne şekilde etkilenerek davranış değiştirdiğini araştırmaktadır. İş yaşamının birey ve kişiliği üzerinde etkili olduğu gerçeği gerek kuramsal çalışmalarla gerekse konuyla doğrudan bağlantılı olmayan bazı ikili ilişkileri inceleyerek ortaya çıkarılmış bulunmaktadır. Çalışma yaşamı boyunca edinilen deneyimler, bireyin değer, tutum ve davranışlarında belirleyici bir rol oynayabilmekte, kişiliğini etkileyebilmekte, diğer yandan bireyin kişiliği, örgütsel davranışı şekillendirebilmektedir. Genel anlamıyla örgütsel davranışı şöyle tanımlayabiliriz; bireyin örgüt içinde çalışırken gösterdiği davranışları, algıları, değerleri, öğrenme kapasitesini belirlemek için psikoloji, sosyoloji ve kültürel antropoloji gibi disiplinlerden yararlanan; insan davranışlarını, tutumlarını ve performansını örgütsel bazda inceleyen; dış çevrenin örgüte ve onun insan kaynağına, amaçlarına, misyonuna ve stratejisine etkisini araştıran bir disiplindir.
Program leadership's decision to include an evaluator during the program planning and design phase is the critical first step necessary for evaluators to provide the programmatic benefits associated with the evaluation profession. Several recent developments have promoted evaluator inclusion in program planning and design activities, including federal legislation that mandates evaluator inclusion and advocacy efforts from evaluation academics. However, the evaluation literature presents a collective frustration within the evaluation field due to ongoing exclusion from program planning and design activities. Utilizing the defensive attribution hypothesis, this quantitative study gathered responses from 260 American Evaluation Association members and 61 Project Management Institute members to determine an evaluator exclusion rate, develop a taxonomy of exclusion factors, and explore the extent to which program leaders and program evaluators demonstrate defensive attributions when rating these factors' influence on evaluator exclusion in program planning and design activities. Results indicated an approximately 70% evaluator exclusion rate in respondents' most recent program experiences. Furthermore, the defensive attribution hypothesis was not supported in the study, as program evaluators more strongly attributed their lack of inclusion to deficiencies outside of the evaluation practice, but program leaders also more strongly attributed evaluator exclusion to deficiencies outside of the evaluation practice. Program evaluators most strongly attributed their exclusion to program leaders' insufficient training and knowledge on the role of evaluation during the program planning and design phase. Program leaders most strongly attributed evaluator exclusion to their own staffing decisions, indicating a preference to not include evaluators in program ii planning and design activities due to achieving previous program success without them, assigning evaluation activities to non-evaluation staff, and a funding process that allows the practice to occur. As the first study to explore evaluator exclusion in the program planning and design phase, it sets a foundation for future research studies to corroborate and build upon its findings, identify policies that encourage evaluator inclusion, and continue efforts to establish mutually beneficial relationships in the program planning and design phase.
This article provides a comprehensive examination of the intricate relationship between learning theories and teaching approaches, emphasizing its global significance and specific implications for Uzbekistan's foreign language classrooms. Combining insights from two detailed sources and a survey conducted in three languages, the exploration encompasses theoretical foundations, contextual factors, and practical findings. The final segment integrates findings from an anonymous survey conducted in three languages, revealing student perceptions and experiences in Uzbekistan's language classrooms. Key insights include the variability in teaching methods, teacher consideration for the impact on learning, the prevalence of diverse teaching approaches, commonly used methods, effectiveness ratings, challenges faced, integration of learning theories, teacher training levels, and the perceived impact on education policies. By combining these components, the article aims to offer a holistic understanding of the complex relationship between learning theories and teaching approaches. Practical implications are drawn for educators in Uzbekistan and beyond, providing tailored strategies that align with cultural and educational contexts, ultimately enhancing teaching and learning outcomes.
Our life is a chain of expectations according to which we live and act, and we create interpersonal relations, set goals and try to achieve them. Our expectations accompany us at all stages of life, in all aspects of interpersonal relationships, and all aspects of social perception. Different authors differ in terms of the phenomenon of expectation. However, at first glance, the problem of expectations in modern humanitarian sciences is not sufficiently studied, and there is no more or less conciliatory approach to determining expectations. This article aims to figure out how the expectations are defined, which phenomenological field they belong to, their content, with what other phenomena they are connected to, and so on?
У статті представлено результати дослідження професійної відповідальності студентів – майбутніх лікарів. Професійна відповідальність майбутнього лікаря являє собою особистісно-професійну якість фахівця медичної галузі, що виникає на основі знань про норми і правила фахової діяльності на засадах професійної етики, виявляється в сумлінному ставленні до виконання професійних функцій, в усвідомленому прийнятті цінностей професії, у переживанні почуття провини за неналежне виконання виробничих функцій і здатності до мобілізації зусиль задля збереження життя і здоров’я пацієнтів. У структурі професійної відповідальності ми виділяємо когнітивний, мотиваційно-ціннісний і діяльнісний компоненти. Когнітивний компонент розкривається через такі критерії і показники, як обізнаність із нормами професійної етики лікаря, знання основ медичної деонтології, спроможність аналізувати причини і наслідки власних дій, усвідомлення необхідності діяти згідно з посадовими інструкціями і професійними вимогами, задоволеність вибором професії лікаря; усвідомлення відповідальності за свої дії перед пацієнтами, їхніми родичами, колегами, суспільством. Мотиваційно-ціннісний компонент професійної відповідальності відображає наявність морально-етичних позицій майбутнього лікаря, позитивне особистісне ставлення до морально-етичних норм медичної діяльності, орієнтацію на цінності гуманізму, збереження здоров’я і життя кожної людини, внутрішню мотивацію до дотримання принципів і норм медичної деонтології, прагнення до успіху в лікуванні пацієнта, до саморозвитку в професії. Діяльнісний компонент професійної відповідальності майбутнього лікаря знаходить вияв у сформованості практичних умінь встановлювати соціально прийнятні стосунки з пацієнтами та колегами на основі принципів медичної деонтології, у здатності до самоконтролю за відповідальними діями і вольового припинення дій, які суперечать нормам професійної етики. Результати діагностики професійної відповідальності майбутніх лікарів – студентів 3–5 курсів медичних ЗВО виявили невисокий рівень сформованості мотиваційно-ціннісного і діяльнісного компонентів досліджуваної якості, що дає підстави говорити про потребу спеціальної роботи над розвитком відповідальності на етапі фахової підготовки. Важлива роль у розвитку професійної відповідальності майбутніх лікарів має бути відведена участі студентів у науково-дослідницькій роботі, громадській діяльності, залученню до волонтерської діяльності, доброчинних акцій і заходів на базі закладів охорони здоров’я.
The anchoring effect is the over-reliance on an initial piece of information when making decisions. It is one of the most pervasive and robust biases. Recently, literature has focused on knowing how influential the anchoring effect is when applied to information visualization, with studies finding its reproducibility in the field. Despite the extensive literature surrounding the anchoring effect’s robustness, there is still a need for research on which individual differences make people more susceptible. We explore how Locus of Control influences visualization’s ubiquitous and resilient anchoring effect. Locus of Control differentiates individuals who believe their life depends on their behavior or actions from those who blame outside factors such as destiny or luck for their life’s outcomes. We focus on the relationship between Locus of Control and the anchoring effect by exposing subjects to an anchor and analyzing their interaction with a complex visualization. Our results show that the anchoring strategies primed individuals and suggest that the Locus of Control plays a role in the susceptibility to the anchoring effect.
For more than two decades, I have been engaged in scientific
research work, which included various topics, mainly from the
domain of organized crime, crime prevention politics, and security
culture. Some of the scientific works particularly inspired me and
directed me to actively look for new opportunities to start research projects, which would intrigue me as a scientist and make me a worthy member of the scientific community. As time passes, there come times when you begin to think of writing as a boring task. But the lack of motivation to write often does not stem from material fatigue but from the inability to find topics that will stimulate you and start your creative spirit. That’s why as scientific researchers we often must work on the transformation of our inspirations that generate us. Perhaps this goes against the expected image of the stereotypical scientist, but change is very often beneficial and helps you become a more creative scientist who enjoys research and writing more. It was in this pattern that my interest in criminal profiling arose. This was followed by specific authored and co-authored scientific
papers dealing with profilers as human lie detectors, profiling of
murderers, abusers, sexual predators, pedophiles, human traffickers, zoophiles, criminal investigators, etc. Questions of how to penetrate the criminal mind have always aroused curiosity and fascination. If we investigate the mind of a criminal, we can notice characteristic patterns of antisocial behavior, deviant thoughts, and actions, impulsiveness, disloyalty, selfishness, and lack of empathy, we can understand and detect signs of criminal intent and use them in crime prevention. We can even dare to assume the risk factors that led individuals to crime.
The origin of criminal behavior is actually an introduction or
precursorto criminal profiling. Forthe sake of comparison, according to the protocol, the doctor takes an anamnesis directly from the patient, or due to his serious general condition from his relatives, it includes administrative data, description of the main complaints, current illness, anamnesis by systems, personal anamnesis, family anamnesis, social-epidemiological data. Anamnesis is a conversation with the patient, the purpose of which is to collect the necessary information, which is important forrecognizing the true nature of the disease and making a successful diagnosis. It is a medical skill that requires knowledge, patience, and experience gained through practical work. Why am I pointing this out? In this context, criminal profilers are a kind of counterpart to doctors. They also take histories from identified and unidentified persons who have committed a crime or those who are prone to criminal behavior. These are their visible
and invisible patients. Their anamnesis protocol is contained in the criminological literature, which relates to the origin of criminal
behavior with particularly exposed risk factors, which are described in this monograph. The monograph in front of you, The Origin of Criminal Behavior, considering the reviewers’ critical evaluation, has the potential to be a tool for the detection of criminal minds. As such, it can be useful to parents, educators, teachers, pedagogues, psychologists, sociologists,
criminologists, judges, prosecutors, and especially criminal
investigators who already possess or aspire to possess the skills of criminal profilers.
ResearchGate has not been able to resolve any references for this publication.