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Social learning theory and developmental psychology: The legacies of Robert R. Sears and Albert Bandura.
... Parents may influence their children's aspirations through their own aspirations, some qualities of the parentchild relationship, and parents' social and economic circumstances. SDT-and other developmental perspectives-suggest that children are likely to adopt similar aspirations to their parents (Grusec, 1994;Kytle & Bandura, 1978). SDT also posits that specific qualities of the parent-child environment are particularly pertinent to the development of children's aspirations (Ryan & Deci, 2017). ...
... Thus, children are likely to adopt similar goals to their parents because they are exposed to pervasive modeling of the goals their parents deem important within their proximal environment. These SDT-based claims are also congruent with evidence from social learning theory, which holds that people often adopt beliefs and ways of behaving similar to those with whom they spend time (Grusec, 1994;Kytle & Bandura, 1978). Thus, a plausible pathway by which parents may impact the aspirations of their children is through modeling their own aspirations. ...
... Being around those who aspire in a particular way can influence the way in which proximal others aspire. The findings are consistent with parenting literature that emphasizes the salience of role modeling within the parent-child system (Grusec, 1994;Kytle & Bandura, 1978). Congruence between parents' and children's extrinsic aspirations is consistent with SDT, which has consistently found that materialistic values are being transmitted between parent and child (Henderson-King & Brooks, 2009;T. ...
Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one’s parents, impact individuals’ aspirations. We address this gap by systematically reviewing the links between relevant parents’ characteristics and the intrinsic and extrinsic goals of their children. We identified 49 eligible reports. Children’s intrinsic aspirations were higher when parents provided a need-supportive environment (characterized by support for autonomy, relatedness, and competence) and when they endorsed intrinsic aspirations themselves, whereas children’s extrinsic aspirations were higher when parents exhibited extrinsic aspirations themselves, promoted the pursuit of extrinsic aspirations, and provided environments characterized by need frustration. Therefore, fostering basic psychological need satisfaction may support children’s intrinsic aspiring. In addition, parents should also be mindful of their own extrinsic goals, as they may influence extrinsic aspirations in their children and possibly compromise their well-being over the long term.
... 24 Empirical studies have found that parents using smartphones could increase the rate of language and motor delay in children, form unsafe attachments, reduce satisfaction and increase negative behaviours. 25 According to social learning theory, individuals learn specific behaviors by observing the behaviors of others, especially family members. 26 Intergenerational transmission is evident in the conduct of parents and their children. 27 For instance, Skopp, McDonald, Jouriles and Rosenfield 28 found that aggression between spouses increased children's externalizing problems. ...
... 29 Adolescents may get addicted to their smartphones because of parent phubbing, according to the social learning theory. 26 However, many people are not vulnerable. Thus, when analyzing the effects of parent phubbing, it is vital to explore the mediators that affect increasing smartphone addiction. ...
... 6,21,22 Our results were congruent with the social learning theory. 26 Parents are role models for children who would learn attitudes, behaviours, and social norms from their parents. 26 During the epidemic, the government suggested people to minimize gathering activities and maintain social distance, so parents and children could spend more time together. ...
Purpose
COVID-19 has affected the health and well-being of tens of millions of people and contributed to smartphone addiction. The prior studies found several characteristics that influenced smartphone addiction, but little research was undertaken on the epidemic. This study aims to test a moderated mediation model of smartphone addiction.
Methods
Three classes in each grade from grade 7 through grade 9 at random were recruited in the target junior high schools. A total of 931 Chinese adolescents (Mage=13.54 years, SDage =1.08) completed valid questionnaires via online surveys from February 5–19, 2021.
Results
Parent phubbing had a positive effect on smartphone addiction. Boredom proneness played a mediating role in this relationship. Additionally, refusal self-efficacy moderated the effect of parent phubbing on smartphone addiction. Refusal self-efficacy moderated the effect of boredom proneness on smartphone addiction.
Conclusion
Findings of this study shed light on a correlation between parent phubbing and smartphone addiction. Moreover, this study emphasizes the value of intervening in adolescents’ boredom proneness and increasing the ability of refusal self-efficacy to prevent and intervene in the context of COVID-19.
... 17,18 Socialization processes may occur through parents' explicit training, shared physical activities, and provision of social support. 19,20 Furthermore, parents may be able to provide instrumental and financial support to their children to participate physical activities. 21 The meaningfulness of parents may also vary according to the child's age. ...
... 17,18 Socialization processes may occur through parents' explicit training efforts and provision of social support. 19,20 Parents may, for instance, attempt to offer their offspring similar or close to similar opportunities for physical activity to what they had in their own childhood and adolescence. In addition, childhood sports club participation usually consists of enjoyable activities, less serious training, and less competitiveness. ...
Background : Physical activity has been shown to transfer across generations, but more information is needed regarding the transference of different physical activity modes. This study examined (1) whether parents’ sport club participation at the ages 9–18 was associated with their offspring’s sports club participation at the same ages and (2) whether the associations were robust against adjusting for demographic, health-related, and socioeconomic covariates. Methods : The participants (parents, G1, N = 309–539 and children, G2, N = 131–332) were from the ongoing, population-based Young Finns Study. Participants’ sports club participation was assessed through self-reports during 1980–1992 (G1) and 2018/2020 (G2). The analyses were conducted using generalized estimation equations controlling for participants’ sex, number of children’s siblings, children’s body mass index, health status, and living area as well as parents’ educational status and income. Results : Parents’ sports club participation at the age of 9 was favorably associated with their children’s participation at the age of 9 (odds ratio = 5.23; 95% CI, 1.59–17.17; Tjur R ² = .27) and 12 (odds ratio = 2.56; 95% CI, 1.06–6.18; Tjur R ² = .14) adjusting for the covariates. Conclusions : Parents’ sports club participation at the age of 9 was favorably associated with their offspring’s sports club participation at childhood and early adolescence. Childhood might be one of the most essential periods to conduct physical activity interventions or motivational programs to support children’s sports club participation.
... Albert Bandura's Social Learning Theory (SLT) indicates that people learn behaviors, attitudes, and norms through observation, imitation, and modeling [28]. Online resources, such as blogs, forums, and social media platforms, can serve as powerful tools for modeling positive attitudes towards mental health. ...
... There are four key components in SLT: 1) Observational learningpeople learn by watching the behaviors of others and the outcomes of those behaviors; 2) Modelingindividuals are more likely to adopt behaviors if they observe role models performing those behaviors, especially if the models are perceived as similar, admirable, or authoritative; 3) Imitationafter observing, individuals may imitate the behaviors if they believe it will lead to positive outcomes; and 4) Reinforcement and punishmentbehaviors are influenced by the consequences that follow. Positive reinforcement encourages the repetition of behavior, while punishment discourages it [28]. ...
Mental health stigma, characterized by negative attitudes, beliefs, and stereotypes about mental illness, is a significant barrier to seeking help, especially among international college students who face unique cultural and linguistic challenges. This study investigates the impact of online resources on reducing mental health stigma among this demographic through a case study. The research is guided by Social Learning Theory (SLT), which posits that behaviors, attitudes, and norms are learned through observation, imitation, and modeling. The case study focuses on the "Mind Care Campus Community" on College Confidential Forums, a platform designed to support international students' mental health. Findings reveal a notable increase in mental health discussions, a positive shift in language, and increased participation from diverse cultural backgrounds. Findings indicate a reduction in self-reported stigma and an increase in help-seeking behaviors. The study highlights the potential of online resources to foster supportive environments, showcase positive role models, and reinforce healthy behaviors, ultimately contributing to the reduction of mental health stigma among international college students.
... This observation could lead them to aspire to pursue specific occupations. Furthermore, Grusec (1994) and Krumboltz (2009) suggest that learners select potential occupations based on interactions with family members, such as siblings and extended family. Parents with a high level of education and knowledge of occupations can also serve as mentors to guide learners toward profitable occupations (Ajayi, Moosa, and Aloka 2023). ...
... These interactions create a sense of belonging, facilitating the exchange of information to aid in occupational selection and development. Geographical factors also play a role in learners' occupational choices (Ajayi, Moosa, and Aloka 2023;Grusec 1994). Learners with HFA may prefer potential occupations in peaceful areas where they can work efficiently, that are free from disease, and that have warm temperatures. ...
This research study aimed to explore the perspectives concerning future potential occupations of learners with high-functioning autism (HFA) and examine how these learners can develop their future occupations by using the Multidisciplinary Support for Autism (MSA) model. The study utilized a qualitative research methodology and an intrinsic case study design. The data in the study was generated from eighteen purposively selected participants (six teachers, six parents, and six learners with HFA). The study used a focus group interview, semistructured interviews, art-based occupational collages, and document analysis to generate the data. The findings showed that learners with HFA perceive drivers, car wash owners, scientists, home chefs, athletes, and police officers, among others, as potential occupations. The findings showed that these learners’ potential occupations are better developed using the MSA model, as it involves multiple stakeholders. The development of these potential occupations may enable these learners to access employment in different sectors.
... 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. ...
... However, Bandura (1977) provided a solid theoretical foundation. According to Grusec (1994) and Martinez (2010), the hypothesis appears to be able to both explain the developmental facts that are currently available and direct future research. According to Bandura's (1977) social learning theory (SLT), people pick up new skills from one another through imitation, modelling, and observation. ...
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.
... For instance, people can learn to exhibit a new behaviour, which they had never directly experienced before, by witnessing their role models exhibiting that behaviour and being rewarded . On the other hand, people can unlearn previously learned behaviours-even if they had not previously displayed them and were not punished directly for such behaviours-by simply observing their role models behaving in such ways and being punished (Grusec, 1994). People's cognitive capacity to represent the actual consequences of observed behaviour symbolically enables them to anticipate the future consequences of that behaviour; these future consequences, in turn, can be transformed into current motivators, which can impact individuals' behaviours in the same manner as actual consequences (Bandura, 1976). ...
... Lam & Xu, 2019) have incorporated POP as a contextual factor that amplifies the detrimental consequences of these negative leadership behaviours. Furthermore, social learning theory also suggests that team members' motivation to emulate their leaders' behaviour is influenced by their work environment (Grusec, 1994;Lam & Xu, 2019). Specifically, team members working in a highly political workplace are likely to perceive their team leaders' knowledge hiding (i.e. ...
Keywords: Leader knowledge hiding Leader-based trust Leader-based self-esteem Change-oriented voice Knowledge hiding A B S T R A C T Extending the literature on "leader knowledge hiding" to employee work behavior, we present the first empirical investigation of how and when "leader knowledge hiding" impacts "employee change-oriented voice". We test the mediated effects of "leader-based self-esteem" and "leader-based trust" on the relationship between "leader knowledge hiding" and "employee change-oriented voice" by integrating the theoretical frameworks provided by the theories of self-consistency and social exchange. We also invoke social role theory and propose leader gender as the boundary condition for these mediating effects. Two field studies are conducted using multi-source (leader-employee dyads) data from various tourism and hospitality organizations. This study uncovers the dual mediation process of "leader-based self-esteem" and "leader-based trust" in transferring the negative consequences of "leader knowledge hiding" to "employee change-oriented voice" and presents evidence for the effect of "leader gender" as a boundary condition.
... According to Grusec (1994), the theory of social learning began as an attempt by R. Sears, Rotter, 1954, and others to incorporate the theory of psychoanalytic learning and stimulus-response (S-R) into a comprehensive explanation of human behavior, based on the clinical richness of the former and the rigidity of the latter. Albert Bandura left behind the psychoanalytic features and impulses of the approach, instead emphasizing the cognitive and information processing capacities that mediate social behavior. ...
... Nevertheless, Bandura (1977), has given a strong theoretical beginning. The theory seems to be able to explain well the existing developmental data as well as guide new investigations (Grusec, 1994;Martinez, 2010). Social learning theory (SLT) according to Bandura (1977), people learn from each other, through observation, imitation, and modeling that are influenced by factors such as attention, memory, motivation, attitudes, and emotions. ...
Social learning theory (SLT) and social cognitive theory (SCT), identify learning as a dynamic interaction between people, environment, and behavior. Engagement in a social context involves a dual process of making meaning. This study focuses on the concepts of SLT and SCL theorized by Albert Bandura, complemented by other relevant literature. Behavioral theory begins with studying the theory of behaviorism postulated by Skinner, supplemented by some other relevant literature afterwards. To meet this objective, three stages of systematic literature review were adapted and developed, namely planning, implementation, and reporting. Also a database search with a snow ball approach was chosen, in order to complete the lack of necessary information and data. These stages serve as a framework for the operationalization of this article, data extraction and synthesis, discussion of the findings of the study are described, ending with presenting conclusions and recommendations.
... Similarly, research by Bearinger et al. (2007) demonstrated that peer influence, along with inadequate sexual education, results in higher rates of unprotected sex and unintended pregnancies. Furthermore, Bandura's Social Learning Theory (Grusec, 1994) clarifies how individuals adopt behaviours by observing and imitating those within their social circles. Effectively tackling these challenges requires comprehensive sexual education, open discussions, and support systems to empower young women to make informed choices regarding their reproductive health. ...
Unintended pregnancy among university students is a pressing public health issue, particularly in sub-Saharan Africa. This study explored the factors contributing to unintended pregnancies among unmarried female students at the University of Dar es Salaam (UDSM). The study was conducted at UDSM, using a qualitative approach. Undergraduate unmarried female students were sampled purposively, with a sample size of 20 participants, and convenience sampling was used to recruit five (5) male students who consented to participate. Semi-structured interviews and four (4) focus group discussions (FGD) were used to collect information. The information was analysed using thematic analysis based on Intersectionality Theory. The study's findings produced five themes: socioeconomic vulnerability, emotional and psychological factors, cultural norms, lack of sexual and reproductive health education, and peer influence, which are the main factors influencing unintended pregnancies among unmarried female students at the University of Dar es Salaam. The study concludes that unintended pregnancies among female university students result from the intersection of economic insecurity, psychological vulnerability, sociocultural expectations, and inadequate reproductive health education. The study recommends the need for comprehensive sexual education, economic empowerment programmes, and policy reforms to support informed reproductive choices and gender equality.
... Identification may be a particularly important concept when considering the impact of representation on those with MHPs. Present across different academic disciplines and psychological theories (Grusec, 1994;Meuret et al., 2016), identification has been considered key in driving media effects on audiences (Morley, 1992). It refers to the process by which portrayals are internalized and experienced from one's own perspective (Cohen, 2001), and is considered one of the main mechanisms by which self-perception, identity and attitudes are developed (Cohen, 2014;Erikson, 1968). ...
Young people with mental health problems (MHPs) are increasingly exposed to representations of MHPs within fiction, but little is known about this process. This study used grounded theory to develop a preliminary understanding of how 16- to 25-year-olds with MHPs experience and are affected by fictional media representation of MHPs. Fourteen individual interviews were conducted with nine young people. The developed theory suggests that fiction was experienced as a reflection on participants’ own reality, a process made up of two key stages, identification with fiction and transferring beyond fiction, whereby the representative portrayals led to both helpful and harmful impacts. Such effects seemed to depend on both personal context and the nature of the fiction. Findings are discussed in terms of relevant theory and outcomes for wellbeing, with study limitations and implications for practice and research considered.
... Conversely, this theory posits that affective and behavioral responses are not elicited directly by events but rather through a cognitive interpretation that mediates the relationship between the two. As in Bandura's (1997;Grusec, 1994;Bandura & Walters, 1977) social learning theory, cognitive mediation is considered. Moreover, the concept of expectancy in attribution theory is analogous to that posited in other expectancy-value theories (Weiner, 1985). ...
Published Version:
https://doi.org/10.19083/ridu.2024.1814
Introduction: The central model of student perceptions is presented, offering a general characterization of their perception and its role in the relationship between teaching, learning, and the context from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner's attributional theory. Background: The theoretical contribution made is based on the analysis of the student's perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.
... This finding is consistent with social learning theory, which emphasizes the importance of learning from others through observation, imitation, and modeling (Grusec, 1994;Rumjaun & Narod, 2020). Mentorship facilitates this type of learning by providing a framework within which employees can develop their skills and competencies (Nabavi, 2012;Rumjaun & Narod, 2020). ...
This study investigates the effects of Leadership Development Programs, Mentorship, and E mployee Empowerment on organizational performance in Indonesian companies. Using a sample of 2000 respondents and employing SPSS for data analysis, the study finds that all three factors significantly and positively impact organizational performance. The regression analysis reveals that Leadership Development Programs (Beta = 0.322, p = 0.005), Mentorship (Beta = 0.298, p = 0.000), and Employee Empowerment (Beta = 0.384, p = 0.000) are strong predictors of organizational performance. The overall model explains 67.4% of the variance in organizational performance (R² = 0.674). Additionally, normality and multicollinearity assessments confirm the robustness of the model. These findings underscore the critical role of leadership development, mentorship, and employee empowerment in enhancing organizational outcomes. The study provides valuable theoretical contributions and practical implications for organizational leaders aiming to improve performance through strategic investments in these areas.
... Albert Bandura developed social learning theory. According to Grusec (1994), Bandura abandoned the psychoanalytic and drive features of the approach, emphasizing instead cognitive and information-processing capacities that mediate social behaviour. Bandura's theory emphasizes the role of social interactions and observational learning in human development. ...
This academic literature paper explored the challenges encountered by secondary students residing in border towns and offers potential solutions to foster their success and growth. Drawing upon theoretical frameworks and research, the paper identified key challenges such as limited access to educational resources, cultural and language barriers, limited extracurricular opportunities, distance and transportation issues, and socioeconomic difficulties. The study utilised the Social Capital paper proposes various solutions rooted in educational theories, including improved resource accessibility, cultural and language support, expanded extracurricular opportunities, transportation assistance, socioeconomic support, community engagement, and teacher training. By understanding these challenges and employing evidence-based solutions, educators, policymakers, and stakeholders can work towards ensuring the academic success and holistic development of secondary students in border towns.
... All the syllabi in this sample that included a course schedule with list of topics of study were generally consistent in including theories and frameworks of Vygotsky [31,32], Piaget [33], Bandura [34], and included topics of lifespan development, cognitive processes, behavioral processes, intelligence constructs, and individual and group differences, among other topics in parallel across these syllabi. The framing or emphasis of these topics varied as did the amount of time for each of the topics, but the list of topics themselves were consistent among the 17 (68% of the) syllabi that included a detailed course calendar that listed topics and assignments. ...
The purpose of this study is to conduct a content analysis of educational psychology course syllabi for courses taken by preservice teachers to determine how the course descriptions and objectives compare for diversity. A content analysis of educational psychology syllabi (N = 25) from colleges and universities mostly (96% or 24 of the 25 syllabi) in the United States was conducted for this study. While there was generally consensus among this sample of syllabi of what topics were covered as part of content knowledge course objectives, there was a divergence in emphasis on diversity as well as only one syllabus that directly addressed controversies in educational psychology. The word diversity appeared in 28% of the course overviews/descriptions in this sample. This study highlights the importance of autoethnographic practices for diversity in educational psychology. Examples of historically underrepresented scholars in psychology are summarized for inclusion in educational psychology courses for preservice teachers as a way to address representation.
... 21 Furthermore, in addition to the presence of internet addiction, empirical investigations have also uncovered a positive association between technoference between parents and children and the subsequent emergence of smartphone addiction or dependence among middle school students. 22,23 The Mediating Role of Parent-Child Relationship Positive parent-child interactions, attention, understanding and responsiveness form the foundation of a highquality parent-child relationship. In return, a strong parent-child relationship serves as a protective factor against children's problem behaviors. ...
Purpose
With the increasing ubiquity of smartphones in our daily lives, technoference has emerged as a novel threat to family relationships and child development. This study explored the impact of parent-child technoference on child problematic smartphone use and its underlying mechanism and potential gender difference among children.
Participants and Methods
The participants were 3032 fourth-grade students (42.6% female; 80.6% one-child families; 32.9% lower income level families, 33.3% middle income level families; Mage = 10.59 years, SD=0.32) from 535 primary schools. Students in the target classes were invited to participate anonymously in the questionnaire survey in classrooms. Then, SPSS, AMOS and other software were used to analyze the data.
Results
1) Parent-child technoference, negative parenting styles and child problematic smartphone use were positively correlated with each other, while they were negatively correlated with parent-child relationship; 2) Parent-child technoference can not only directly and positively predict child problematic smartphone use, but also indirectly and positively predict child problematic smartphone use through parent-child relationship and negative parenting styles respectively; 3) Parent-child relationship and negative parenting styles play a chain mediating role between parent-child technoference and child problematic smartphone use; 4) There are significant gender differences in the chain mediation model.
Conclusion
The results showed that parent-child technoference significantly affected child problematic smartphone use through a chain mediation of parent-child relationship and negative parenting styles. Gender differences were observed, with girls experiencing a more pronounced disruption in the parent-child relationship, while boys were more likely to develop problematic smartphone use. In cases of strained parent-child relationships due to technoference, girls also tended to perceive more negative parenting styles. These findings promote parents’ understanding of the influencing factors and mechanisms of child problematic smartphone use, especially helpful for follow-up measures to prevent and intervene child problematic smartphone use from the perspective of families and parents.
... They may have witnessed the positive outcomes associated with disciplined behavior, such as better academic performance or improved relationships with teachers (Akers, & Jennings, 2019). Conversely, they may have observed the negative consequences of undisciplined behavior, such as academic setbacks or strained relationships (Grusec, 1994). These observations can shape their judgments about the desirability and consequences of certain behaviors, influencing their own discipline (Rotter, 2021). ...
The COVID-19 pandemic has had a profound and far-reaching impact on education systems worldwide, including high schools in Addis Ababa, Ethiopia. The objective of this study was therefore to investigate whether the discipline of students in the high schools of Addis Ababa, Ethiopia, has changed after the COVID-19 pandemic or not. Utilizing a mixed-method study, the manuscript investigates the impact of the pandemic, disruptions to routines and structures, and limitations on in-person interactions on student discipline. The quantitative analysis provides statistical data on the prevalence and nature of discipline issues before and after COVID-19, while the qualitative analysis explores the experiences and perspectives of students, teachers, parents, and administrators. The findings suggest that the pandemic has presented challenges for students in maintaining discipline. The shift to remote learning created difficulties in direct supervision, while the blurring of boundaries between school and home disrupted the usual routines and structures that contribute to discipline. Limited socialization opportunities and reduced engagement with peers and teachers may have further affected student behavior. The implications of the findings highlight the need for educational institutions and administrators to adapt their approaches to discipline, teachers to utilize innovative instructional methods, parents to actively support discipline at home, policy-makers to consider the long-term effects on student discipline, and future research to explore effective interventions. By addressing these implications, stakeholders can collaboratively promote a positive learning environment and support students in navigating the challenges brought about by the pandemic.
... On the other hand, in this theory, events do not elicit affective and behavioral responses directly, but after they have been mediated by some kind of cognitive interpretation. As in Bandura's Social Learning theory (Bandura, 1997;Grusec, 1994;Bandura & Walters, 1977), cognitive mediation is considered. Additionally, in attribution theory, the concept of expectancy is similar to that adopted in other Expectancy Value theories (Weiner, 1985). ...
Cite as: Cáceres-Bauer, R., Rodríguez-Morales, P., Luzardo-Verde, M. (2024). Central and attributional models of student perception of teaching and their learning. Revista Digital de Investigación en Docencia Universitaria, 18(1), e1814. https://doi.org/10.19083/ridu.2024.1814
Introduction: The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. Background: The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation,and a substantive approach to construct validity. Discussion:The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.
Keywords: perception; teacher effectiveness; construct validity; social psychology; student motivation
... By refining its model of the physiological changes occurring in the body, the brain would make better predictions on the changes themselves and minimize prediction errors. In other words, works of art can be considered a means of social learning, which is based on the observation of others' behavior (Grusec, 1994;Yılmaz et al., 2019). ...
The ubiquity of human art prompted evolutionary psychologists to explore its origins as a potential adaptation to the environment. Here we focus on emotionally charged art and posit that affective affordances embedded into some artworks play a pivotal role in explaining why these artworks are enjoyed from an evolutionary perspective. Such features, recurring in various art forms, are interpreted as cues to the emotional state of others, enabling art consumers to engage in empathetic experiences and vicarious emotions. We explore the adaptive value of deriving pleasure from vicarious emotions, while also addressing the seemingly counterintuitive enjoyment of artworks that evoke negative emotions. We discuss the appreciation of vicarious emotions irrespective of their valence and maintain this appreciation to hold adaptive significance for three key reasons. Firstly, it aids art consumers in refining their interpretational schemes of internal states, potentially enhancing emotional regulation skills. Secondly, it contributes to a deeper understanding of the emotions of others, thereby fostering emotional intelligence and empathy. Lastly, the enjoyment of affectively charged artworks reinforces social cohesion by harmonizing the emotions of group members. This perspective provides a comprehensive framework for understanding the evolutionary underpinnings of the human capacity for art appreciation and emotional engagement.
... For instance, humanoid robots programmed to display emotions can serve as models for recognizing and responding to emotional cues. The collaborative nature of robotics projects also allows students to observe and learn from their peers, fostering a shared understanding of emotional and social dynamics (Grusec, 1994; Rosenthal & Zimmerman, 2014; Rumjaun & Narod, 2020). ...
This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.
... From a social learning theory perspective, learning is strongly impacted by social environments and interactions with others (Bandura, 2001;Wang, 2012). Social learning theorist Bandura emphasized modeling and observation of others as central to how people learn new patterns of thinking and behavior (Grusec, 1992). People often learn through observation, imitating behaviors, and experiencing reinforcement. ...
The multidimensional characteristic of learning has received little attention in the network literature, resulting in fragmented empirical evidence on learning networks. To address this gap, we introduce a framework that allows a better understanding of the multidimensionality of learning networks by employing the concept of multiplexity in the network literature. Our proposed conceptual framework for multiplex learning networks includes a 3-E typology (exploration, exploitation, and exaptation), which serve as distinct layers within the multiplex networks. We also provide a hypothetical scenario to demonstrate the potential of our multiplex learning networks framework for HRD scholars and practitioners. Moreover, we extend our framework to a multilevel model that connects individual-level learning relationships to team-level relationships. Our framework’s theoretical and practical implications are discussed, and future research directions are suggested.
... Over time, Social Learning Theory has evolved under the guidance of scholars like Robert Sears and Albert Bandura. Initially aimed at applying the language and principles of learning theory to comprehend intricate human functioning, it has matured into a sophisticated framework that incorporates contemporary information-processing concepts (Grusec, 1994). Albert Bandura's Social Learning Theory illuminates the dynamic interplay between individuals, their cognitive processes, and their social environments in the acquisition of behaviors. ...
Background and Aim: This study aims to explore the application of the Xiaohongshu mobile application in creating electronic portfolios, as well as editing, storing, and displaying students' electronic works in design sketch classes. The use of electronic portfolios can encourage students to constantly reflect on their artistic creations and improve their level of artistic performance. The objective of this research is to utilize the Xiaohongshu software as a platform for teaching technology and investigate the integration of electronic portfolios into design sketch classes, to enhance students' performance in design sketch works. Materials and Methods: The research utilized pre-tests and post-tests are conducted to evaluate students' performance in four areas of their design sketches: composition, space, details of objects and environment, and line quality. The questionnaire was used to measure students' PU and PEOU during the process of creating an electronic portfolio using Xiaohongshu software. Data were collected through test scoring and questionnaires, and statistical analysis and path hypothesis tests were conducted by Jamovi software. Results: The integration of the Xiaohongshu application software into the design sketch course exhibited positive outcomes. Analysis of pre-and post-test data revealed significant improvements in students' design sketch proficiency across various dimensions: composition, space representation, detailing of objects and environments, and line quality. Questionnaire survey results demonstrated favorable perceptions among students regarding the perceived usefulness and ease of utilizing the app for electronic portfolio creation. The study's findings suggest that the app contributes effectively to enhancing students' artistic capabilities. Conclusion: This study introduced the Xiaohongshu application software as an innovative e-learning tool for documenting painting processes and fostering curriculum exchange. Through a quasi-experimental approach, it assessed the software's impact on students' design sketch proficiency by creating electronic portfolios. The study also surveyed students' perceptions of its usefulness and ease of use. Findings demonstrated that integrating Xiaohongshu positively affected students' design skills, particularly in composition, spatial representation, detailing, and line quality. Students' positive feedback further validated the software's effectiveness. Additionally, the study highlighted the emergence of live online courses as a potential teaching mode. Future research could expand its scope by investigating diverse painting techniques and longer timeframes. In essence, this study underscores technology's transformative potential in traditional artistic education, paving the way for innovative pedagogical approaches and enhancing students' artistic growth.
... Originally developed by Bandura (1971), social learning theory argues that people acquire knowledge and skills though behavioral modeling, as well as through direct reinforcement. Social learning theory has been successful applied to a number of different phenomena, including criminology (Pratt et al., 2010), developmental psychology (Grusec, 1994), and workplace training (Latham & Saari, 1979), as well as to online education (S. D. Johnson & Aragon, 2003). ...
For many reasons, higher education is shifting toward more online
instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.
... The level of citizen participation is increasing through the role of local actors (heads of farmer groups) who are able to communicate and negotiate in order to open access to communal land use. The efforts and actions of local leaders have changed people's behaviour (Grusec, 1994), especially that of the farmers in Indrokilo sub-village, and provided examples through collective work patterns. The family relationship between the head of a farmer group and the former Bayan become a community reference, a work reference, and strengthen the figure's education level. ...
... If necessary, humans give each other explicit explanations and demonstrations to purposefully help the learner improve their understanding of a specific concept. These can be requested by the learner after acknowledging their incomplete understanding, or by the teacher when observing a behavior that does not match their internal model (Grusec, 1994). Assistive robots that naturally interact with humans and support them in their daily lives should be equipped with such continual and interactive learning abilities, allowing them to improve their current models and learn new concepts from their users interactively and incrementally. ...
Humans use semantic concepts such as spatial relations between objects to describe scenes and communicate tasks such as “Put the tea to the right of the cup” or “Move the plate between the fork and the spoon.” Just as children, assistive robots must be able to learn the sub-symbolic meaning of such concepts from human demonstrations and instructions. We address the problem of incrementally learning geometric models of spatial relations from few demonstrations collected online during interaction with a human. Such models enable a robot to manipulate objects in order to fulfill desired spatial relations specified by verbal instructions. At the start, we assume the robot has no geometric model of spatial relations. Given a task as above, the robot requests the user to demonstrate the task once in order to create a model from a single demonstration, leveraging cylindrical probability distribution as generative representation of spatial relations. We show how this model can be updated incrementally with each new demonstration without access to past examples in a sample-efficient way using incremental maximum likelihood estimation, and demonstrate the approach on a real humanoid robot.
... If necessary, humans give each other explicit explanations and demonstrations to purposefully help the learner improve their understanding of a specific concept. These can be requested by the learner after acknowledging their incomplete understanding, or by the teacher when observing a behavior that does not match their internal model (Grusec, 1994). Assistive robots that naturally interact with humans and support them in their daily lives should be equipped with such continual and interactive learning abilities, allowing them to improve their current models and learn new concepts from their users interactively and incrementally. ...
Humans use semantic concepts such as spatial relations between objects to describe scenes and communicate tasks such as "Put the tea to the right of the cup" or "Move the plate between the fork and the spoon." Just as children, assistive robots must be able to learn the sub-symbolic meaning of such concepts from human demonstrations and instructions. We address the problem of incrementally learning geometric models of spatial relations from few demonstrations collected online during interaction with a human. Such models enable a robot to manipulate objects in order to fulfill desired spatial relations specified by verbal instructions. At the start, we assume the robot has no geometric model of spatial relations. Given a task as above, the robot requests the user to demonstrate the task once in order to create a model from a single demonstration, leveraging cylindrical probability distribution as generative representation of spatial relations. We show how this model can be updated incrementally with each new demonstration without access to past examples in a sample-efficient way using incremental maximum likelihood estimation, and demonstrate the approach on a real humanoid robot.
... According to the theory, children vicariously learning from adult-modeled displays of emotion. As part of this modeling process, children are posited to develop schemas or cognitive scripts that serve as guides for organizing emotions and behaviors in subsequent interpersonal contexts (Denham et al., 1997;Grusec, 1994). Thus, it is possible that the high emotional attunement and sensitivity of children who are low in CU traits (i.e., high in empathy) may be rooted in their greater tendency to engage in vicarious learning in socialization settings. ...
Research suggests that unsupportive parenting practices are consistent but modest risk factors for children's behavioral and social problems, emphasizing the importance in identifying sources of variability in children's vulnerability. To address this research direction, this study examined children's callous-unemotional (CU) traits (i.e., affective indifference; lack of guilt or empathy), as a moderator of the associations among maternal and paternal unsupportive parenting and their externalizing symptoms. Participants included 240 mothers, partners, and their children (Mage = 4.6 years; 56% girls) from diverse backgrounds (48% Black; 16% Latinx) who took part in a longitudinal multi-method study with two measurement occasions spaced 2 years apart. Findings from structural equation modeling indicated the prospective association between observational assessments of unsupportive maternal (but not paternal) parenting and residualized changes in teacher reports children's externalizing problems over 2 years was significantly moderated by maternal reports of children's callous-unemotional traits (β = -.21, p < .05). Follow-up analyses of the interaction provided support for differential susceptibility. These findings highlight that children with elevated CU traits may experience diminished susceptibility to parenting, while children with lower levels of CU traits may exhibit plasticity in response to socialization environments.
... Albert Bandura's Social Cognitive Theory (SCT) evolved from Social Learning Theory (SLT) (Grusec, 1994). SCT is attributed specifically to Bandura who added the construct of self-efficacy. ...
The last one hundred years has seen great changes in Ireland’s culture and its economy from its accession to the European Economic Community (EEC) in 1973 to the rise and fall of the Celtic tiger in 2008. While entrepreneurship is widely celebrated, steady employment is the preferred route for many third level graduates. Where a participation in education to tertiary level is above the OECD average, Ireland performs below the OECD average in terms of graduate entrepreneurship.
The aim of this research is to identify if factors of influence behind this statistic are cultural or economic. The significance of this research is its perspective on entrepreneurship as a social behaviour rather than a rational economic unit. The objective is to design a user-centred support system to enable choice to the missing graduate entrepreneurs.
The application of a pragmatic research paradigm with a mixed method approach frames problems within a wide social context and delivers a set of five recommendations. Field research is based on the Design Council’s double diamond process developed in 2005 which consists of four phases: Discover, Define, Develop and Deliver. In the context of this research project, the last phase of Delivery is a validation phase. Exploratory research and a case study inform the discovery phase. This is followed by a survey and interviews to define the problem. Insights, themes, concepts are then developed through a focus group. The field research culminates with a survey taken by almost 300 students to validate insights and findings
This research finds a circle of influence that includes policy, culture, and education. Perceptions, social norms, and unconscious bias affect a decision-making process that either punishes or reinforces a behaviour of entrepreneurship. Slow and bureaucratic systems can influence the behaviours of those who act causing them to revert to financial support of family rather than state supports to start their enterprise. For others, this bureaucracy can create a perception of favouritism and status. The research found that there was an unconscious bias identity associated with
entrepreneurship causing others to fear social punishment or self-exclusion from the behaviour.
This research proposes changes to included entrepreneurship as part of identity construction in education, visible support systems in the student environment and practical funding solutions.
... Perilaku yang ditunjukan oleh para subjek merupakan hasil dari pengamatan dari perilaku orang lain (social-learning). Social learning theory adalah teori belajar sosial, dimana individu mengamati perilaku orang lain kemudian menirunya, terutama perilaku orang yang dianggap sebagai role model dan memiliki pengaruh (Grusec, 2020). Apabila perilaku ini kemudian mendapatkan penguatan, maka perilaku yang ditiru tersebut akan terinternalisasi ke dalam perilaku dirinya sendiri. ...
Problems of responsibility are often found in elementary school-aged children, especially related to self-regulations and doing assignments. Children have not been able to organize and direct themselves properly to achieve what they want. The aim of the research is to increase children self-regulation with play- therapy so that they become responsible. The research subjects were 10 elementary school students. This study uses a quasi-experimental method with a non-randomized one group pre-test post-test design. The analysis of the study were tusing paired sample test. The result there was a significant difference in self-regulation scores between before and after the intervention was given.
... These approaches and perspectives from sustainability and environmental pedagogy go hand in hand with innovative learning concepts and the idea of social learning [41][42][43]. ...
When people learn from each other and change their behavior accordingly, this is called social learning. COVID-19 not only taught us new habits to limit contagion, imposed restrictions also limited people’s everyday practices and behavior. Our study aims to analyze how (much) the pandemic may have incidentally fostered social learning of sustainability (SLS), representing a shift from rule-based behavior and forced behavior changes to more associative and potentially long-lasting sustainable behavior. To answer this question, we analyzed data from two mixed-method surveys with which we approached two customized samples in a higher education setting in Australia (n = 100) and Austria (n = 264). The findings show that in a higher education and, specifically, a university context, there are less sustainable practices evaluated as stable and “new normal” than assumed. Still, sustainability is more rule-related and less associative, predominantly in Australia. Nevertheless, a certain degree of awareness of what sustainable practices are can be observed mainly in Austria. As a broader implication, the study at hand leads to the conclusion that through COVID-19, sustainability at least became more tangible. Furthermore, universities as a specific institution have the potential to put sustainability higher on their agenda and take responsibility for social change. In the conclusion and outlook of the paper, limitations of the study as well as future research potential on social learning processes for sustainable development are presented and discussed.
When a guardian is diagnosed with cancer, the emotional and psychological toll they endure can have a profound impact on their children’s mental health. Understanding the factors that contribute to heightened anxiety in these children is crucial for identifying mental health disorders early. This cross-sectional study explored the relationship between having a guardian with cancer and elevated anxiety levels in adolescents, accounting for confounding variables such as sex, age, and socioeconomic status. Data were obtained from the 2022 National Health Interview Survey (NHIS) using the Sample Adult Interview (27,651 participants) and Sample Child Interview (7464 participants) datasets. The independent variable (guardian’s cancer diagnosis) was derived from the Sample Adult Interview, while the dependent variable (childhood anxiety) and confounders were derived from the Sample Child Interview. Using Stata 16.0, the datasets were merged based on household index variables, yielding a final sample of 4563 participants. Logistic regression analyses assessed the correlation between a guardian’s cancer diagnosis and anxiety levels in children. The results show that children with a guardian battling cancer are significantly more likely to develop anxiety (through the use of odds ratio), with the effect size varying based on factors such as sex, income, and environment. Girls, children from lower-income families, and those with a guardian experiencing depression were at particularly high risk. These findings highlight the strong link between familial health challenges and adolescent anxiety, emphasizing the need for early intervention and mental health support in families affected by cancer.
This study examines the influence of mentorship on the desire to pursue higher education among Hmong ethnic minority students aged 12-15 in Lao Cai Province, Vietnam. Utilizing the Theory of Planned Behavior as a theoretical framework, the research investigates how cross-ethnic mentorship between Kinh majority mentors and Hmong minority mentees affects students' educational aspirations, using the Phieu Linh Educational Summer Camp as a case study. The study employed a quantitative approach, collecting survey data from 75 Hmong students participating in the summer camp. Five key aspects of mentorship were analyzed: quality, educational accessibility, clear educational outcomes, self-awareness, and cultural identity support, in relation to the components of the Theory of Planned Behavior. Results indicate that all mentorship aspects positively correlate with students' educational desires, with mentorship quality emerging as the strongest factor. Family support and household income were also found to significantly influence educational aspirations. The study reveals that culturally responsive mentorship can play a crucial role in shaping attitudes, subjective norms, and perceived behavioral control related to pursuing higher education among ethnic minority youth. This research contributes to the understanding of effective strategies for promoting educational equity in Vietnam's multicultural context. It offers insights for designing targeted interventions and policies to support the educational aspirations of ethnic minority students, potentially contributing to narrowing educational gaps among ethnic groups in Vietnam.
While some developmental psychologists see child development as a process of discontinuous change, in which children gain skill through a series of leaps interspersed with quiet, incremental changes, others see it as a process of con tinuous change in which child ren become increasingly skilled at what they do. It is noteworthy that several productive steps have been made in further describing child development. This paper aims to discuss the developmental domains of 5 and 6 years old children from developmental p sychology perspective. Hence, it aims to investigate the idea of early childhood development and to outline the ideas, conceptualizations, and important viewpoints on the subject matter. Additionally, this paper presents t he developmental manifestations o f 5 and 6 year olds based on many theories in an effort to educate readers about these ideas and inspire them to learn more about their development. The study highlights the significance of early childhood development as w ell as the general significance of developmental phases and levels for attitudes and functioning in daily life.
This study examines how clinical supervision activities can promote multiculturalism in Indonesia and enhance teacher professionalism. Multicultural education is based on five criteria integrated into clinical supervision activities to improve teacher competence. The goal is to apply multicultural values to education and enhance teacher competency in various areas, such as pedagogy, personality, social skills, and professionalism. The study focuses specifically on two Islamic boarding schools in Ponorogo, East Java, Indonesia. This study uses a qualitative approach for detailed, comprehensive, and in-depth data collection techniques in observation, documentation, interviews, and focused discussions. Based on the findings of the clinical supervision description data through the planning stage, clinical supervision stage, evaluation stage, and follow-up, data analysis techniques using Miles and Huberman are applied, which include data mining, data reduction, data presentation, and conclusion. The study found that clinical supervision activities for teachers in Islamic boarding schools start with planning supervision, followed by microteaching and observation activities to assess teacher learning standards. The development of teacher competency is based on teacher learning preparation, discussions, the teacher as the supervisor of an Islamic boarding school, and the teacher as the main actor in clinical supervision activities. This research highlights the importance of clinical supervision based on multicultural values, as it can enhance pedagogic, personality, social, and professional competencies.
Drug development is a complex and lengthy process that involves several stages, from the discovery of a potential drug molecule to its approval for marketing and distribution to patients. The drug development process typically takes several years and involves extensive testing and evaluation to ensure the safety and efficacy of the drug. All the possible effects based on drugs, such as addiction, drug abuse, alcohol use, drug development, drug discovery, and the use of drugs by students, are studied in this paper. This paper discusses how the rating of drug use changes over time and how to control it. This crucial information has been presented in this paper to regulate individual's use of drugs and reduce the world's susceptibility to drugs.
Phubbing refers to the act of being immersed in phones instead of talking to the person directly. With the rapid advancement of communications technology and mobile devices, parental phubbing has become a gradually prominent factor
affecting the development of adolescents. This study examined whether parental phubbing leads to adolescents’ SNSs
addiction and the roles of loneliness and self-esteem in this relationship. A total of 2,286 Chinese adolescents (Mage =
13.46 years, range from 11 to 16) were recruited to report their parental phubbing, SNSs addiction, loneliness, self-esteem
and several demographic variables. Results indicated that, after controlling for gender, age and family socioeconomic
status, parental phubbing significantly predicted adolescents’ SNSs addiction (b=0.25, p<.001), and this relationship was
partially mediated by loneliness (the ratio of indirect effect to total effect was 36.0%). Moreover, self-esteem significantly
moderated the path from parental phubbing to loneliness (b=−0.04, p<.05) as well as the path from loneliness to adolescents’ SNSs addiction (b=0.08, p<.001). Specifically, compared to adolescents with low self-esteem, high self-esteem
adolescents reported less loneliness when facing parental phubbing, and performed more SNSs addiction after suffering
loneliness. Parents who are concerned about their children developing SNSs addiction are supposed to invest more time
in interacting with their children and caring for their children’s self-esteem development.
Adolescence and emerging adulthood are times of heightened adversity for South African girls and young women due to structural disadvantage. In this mixed-methods study, we explored lived experiences of resilience among a sample of 377 South African girls and young women (15–24 years) who completed a quantitative cross-sectional survey that included a validated measure of resilience. Quantitative analyses included descriptive statistics and an independent sample t-test to assess differences in resilience. These analyses informed the development of a semi-structured qualitative interview agenda. A purposive sample of 21 South African girls and young women (15–24 years) from the same survey area participated in in-depth interviews. Interviews were analyzed for perceptions of difference in resilience by age and narratives of resilience during transitions to adulthood. Survey results indicated younger participants (15–17 years) perceived themselves to be less resilient than older participants (18–24 years). Qualitative interview results supported the survey results, and pointed to a broader difference in perceived resilience between younger women and older women. Programming and policy implications for future resilience research among this population are discussed.
Industry-academia collaboration is one of the best ways to narrow the gap between colleges and industry, which is one of the major goals of current higher education in Taiwan. This study examined the case of Running to You, a Christian youth drama, which is a product of industry-academia collaboration between Taihong Film Studio and Christ's College Taipei. This study employed two theories, experiential learning and role modelling, to see what the students learned from the filming process, and from a Christian professional. It used open-ended questions and in-depth interviews to obtain the responses of director and 6 students who played leading characters of. The result shows that industry-academia collaboration can enhance students' experiential learning and their professional knowledge. In addition, a suitable Christian professional role model is a key element to influence students' faith journey and inspire their kind actions toward others.
This study examined (1) the influence of ethical leadership on knowledge sharing, (2) the mediating role of psychological ownership, and (3) the moderating effect of professional commitment between ethical leadership (EL) and knowledge sharing (KS). Data were collected from 307 public listed Pakistani companies’ employees. Statistical analyses were performed by using SPSS Version 25 and AMOS version 22. The findings indicate a positive relationship between EL and KS behavior. Additionally, the impact of EL on KS was partially mediated by psychological ownership. Furthermore, professional commitment buffers the link between EL and KS. This study contributes to the body of knowledge in the field of leadership by confirming the role of ethics. The results show that ethical leaders develop employee attitudes (i.e., psychological ownership and professional commitment) that contribute to employee KS behavior. Ethical leaders create and encourage a learning culture to enhance organizational performance. This study adds to the little data on the positive impact of EL on listed company’s employees and addresses the gaps in previous studies on the role of EL in changing environments. In addition, professional commitment as a moderator has not been previously investigated with ethical leadership antecedents.
This research aims to extend the literature on knowledge hiding and tourism by integrating the theoretical frameworks of social exchange and social learning. Employee knowledge hiding has scarcely been examined in the tourism literature while leader knowledge hiding has not been analysed at all. Recognising that knowledge hiding can seriously undermine the ability of employees to offer innovative customer service and that leaders’ knowledge hiding may trigger knowledge hiding chain reactions among tourism employees, this study attempts to fill this gap. Utilising multi-source, multi-timed and multi-level data, we hypothesise a multi-level mediation wherein leader knowledge hiding trickles down to employee knowledge hiding, which, in turn, negatively affects team organisational citizenship behaviour and positively affects team interpersonal deviance. The “trickle-down” effect of leader knowledge hiding to employee knowledge hiding is then positively moderated by perceived organisational politics, which amplifies this relationship. Relevant theoretical and managerial implications are presented.
Social presence is known to be important for distance education, and a common approach in online classes is to provide chat boxes and forums to provide the social presence. In such a class, however, learners must explicitly act beyond their normal learning activities, so often there is no social presence in the class even when there are several learners working on the same course material. In this paper, we develop an approach where learners can share the social presence without any explicit action; their normal learning activities would be used to provide visual cues for social presence. We present Cocode, a system designed for an online programming class that shows other learners' code editors and running output in the programming environment with minimum privacy issues. For evaluation, we ran two user studies with groups of participants who took an offline class and an online programming class from the university; results from the studies showed that learners felt less social presence in Cocode than in offline classes, but they felt significantly more social presence in Cocode than in online classes with live video lectures, forums, and chat sessions.
Studies of personal informatics systems primarily examine people's use or non-use, but people often leverage other technology towards their long-term behavior change processes such as social platforms. We explore how tracking technologies and social platforms together help people build healthy eating behaviors by interviewing 18 people who use Chinese food journaling apps. We contribute a Model of Socially Sustained Self-Tracking in personal informatics, building on the past model of Personal Informatics and the learning components of Social Cognitive Theory. The model illustrates how people get advice from social platforms on when and how to track, transfer data to and apply knowledge from social platforms, evolve to use social platforms after tracking, and occasionally resume using tracking tools. Observational learning and enactive learning are central to these processes, with social technologies helping people to gain deeper and more reliable domain knowledge. We discuss how lapsing and abandoning of tracking can be viewed as evolving to social platforms, offering recommendations for how technology can better facilitate this evolution.
Background
Abuse of elderly women is of great concern and yet relatively little is known about interventions.
Objectives
The aim of this study was to develop and test a culturally informed treatment, based on Intervention Mapping (IM), for primary healthcare settings. The intervention targets family members of elderly women and seeks to reduce elder abuse.
Methods
N = 80 family members of elderly women were randomized to intervention or control. Elderly women completed assessment prior to randomization. Elder abuse was measured by self‐reported frequency of neglect, physical, psychological, and financial abuse in the last 2 months across 16 items. Intervention included 4 sessions, each under 1 hr. At 2‐month follow‐up, elderly women completed an assessment. Linear mixed modeling was used for analyses.
Results
Significant reduction in frequency of psychological abuse and neglect was found in comparison to control, with trend effects for financial abuse (F = 127.12, p < .005; F = 95.4; p < .005; and F = 16.53, p < .07, respectively). Physical abuse was infrequent.
Conclusion
This culturally tailored intervention reduced elder abuse. Given its basis in IM, it is well‐positioned for roll‐out and testing in a larger randomized trial to study adoption, implementation, and sustainability in practice settings.
The outbreak of COVID-19 in China at the beginning of 2020 has made the problems that the aged care agency face with large mobility and high turnover of aged nursing staff become more serious. Aiming at this problem, this paper incorporates psychological capital and social panic into the model from the perspective of the organizational safety climate and constructs a theoretical model of the mechanism of the effect on nursing staff’s willingness to stay in the context of the outbreak. Through a questionnaire survey in an aged care agency in Anhui Province, a total of 321 valid questionnaires were collected for empirical analysis. The results show that: (1) the safety climate of the organization has a significant positive impact on the transactional psychological capital and interpersonal psychological capital of nursing staff in the aged care industry and their willingness to stay; (2) transactional psychological capital and social panic have a significant positive impact on the willingness to stay of nursing staff, while interpersonal psychological capital has no significant impact on the willingness to stay; (3) the mediating role of transactional psychological capital and interpersonal psychological capital between the safety climate and the willingness to stay is established, and the moderating role of social panic between psychological capital and willingness to stay is also established. Finally, based on the research conclusions, corresponding countermeasures and suggestions are put forward to deal with the problems that occur in special periods.
Humility is increasingly recognized as an essential attribute for individuals at top management levels to build successful organizations. However, research on CEO humility has focused on how humble chief executive officers (CEOs) shape collective perceptions through their interactions and behaviors with other organizational members while overlooking CEOs’ critical role in making strategic decisions. We address this unexplored aspect of CEO humility by proposing that humble CEOs influence decision-making decentralization at the top management team (TMT) and subsequently promote an organizational ethical culture. Using a sample of CEOs and TMT members from 120 small- and medium-sized enterprises, we find strong support for our hypotheses. We discuss important implications for research on CEO humility and strategic leadership.
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