Application Of Social Cognitive Theory Research Articles

Self‐efficacy as a mediator of the relationships between learning and ethical behavior from human resource development in corporate social responsibility activity

PurposeThe purpose of this study is to explore the relationships between learning and ethical behavior with mediation of self‐efficacy. The current study is distinguished from previous studies by its investigation of the relationships of three variables such as learning, self‐efficacy, and ethical behavior based on the four‐level model of Kirkpatrick and transfer of training by the application of the social cognitive theory of Bandura through the analysis of human resource development (HRD) in corporate social responsibility (CSR) activity in local Thai firms. This study aims to encourage organizations to prepare and construct “ethical behavior” through CSR activity.Design/methodology/approachLinear and multiple regression procedures were the basis of the analyses and a PASW statistics version 18 macro (syntax) was used.FindingsThe major finding was that self‐efficacy mediated the relationship between learning (KSA change) and ethical behavior.Practical implicationsThe researchers believe that companies should promote and encourage employees to participate in actual learning of such kinds of CSR activity in order to develop confidence. To achieve this goal, in addition to the purpose of KSA, improvement learning emphasis should be arranged to support self‐efficacy of employees and increase a person's confidence in his/her ability to eventually perform ethical behavior. In terms of modification of the four‐level model, the company ought to add “self‐efficacy” into the procedure of the training and/or activity evaluation to increase its effectiveness.Originality/valueThe study examined Kirkpatrick's foul‐level evaluation model and transfer of training by the application of Bandura's social cognitive theory.

Parenting self-efficacy and parenting practices over time in Mexican American families.

Drawing on social cognitive theory, this study used a longitudinal cross-lagged panel design and a structural equation modeling approach to evaluate parenting self-efficacy's reciprocal and causal associations with parents' positive control practices over time to predict adolescents' conduct problems. Data were obtained from teachers, mothers, and adolescents in 189 Mexican American families living in the southwest United States. After accounting for contemporaneous reciprocal relationships between parenting self-efficacy (PSE) and positive control, results indicated that parenting self-efficacy predicted future positive control practices rather than the reverse. PSE also showed direct effects on decreased adolescent conduct problems. PSE functioned in an antecedent causal role in relation to parents' positive control practices and adolescents' conduct problems in this sample. These results support the cross-cultural applicability of social cognitive theory to parenting in Mexican American families. An implication is that parenting interventions aimed at preventing adolescent conduct problems need to focus on elevating the PSE of Mexican American parents with low levels of PSE. In addition, future research should seek to specify the most effective strategies for enhancing PSE.

Self-efficacy in information security: Its influence on end users' information security practice behavior

The ultimate success of information security depends on appropriate information security practice behaviors by the end users. Based on social cognitive theory, this study models and tests relationships among self-efficacy in information security, security practice behavior and motivation to strengthen security efforts. This study also explores antecedents to individuals' self-efficacy beliefs in information security. Results provide support for the many hypothesized relationships. This study provides an initial step toward understanding of the applicability of social cognitive theory in a new domain of information security. The results suggest that simply listing what not to do and penalties associated with a wrong doing in the users' information security policy alone will have a limited impact on effective implementation of security measures. The findings may help information security professionals design security awareness programs that more effectively increase the self-efficacy in information security.

Dissemination of a Breast and Cervical Cancer Early Detection Program Through a Network of Community-Based Organizations

ENCORE (plus) , a breast and cervical cancer outreach, education, and screening referral program, was implemented by the YWCA of the United States and funded by Avon's Breast Cancer Awareness Crusade. ENCORE (plus) was designed to address the educational and access needs of low socioeconomic status and minority women who experience substantial barriers to breast and cervical cancer screening. This article describes the dissemination of ENCORE (plus) to 78 YWCAs in 30 states. It illustrates the application of social cognitive theory and diffusion theory to increase program adoption, implementation, and maintenance among community organizations that have not traditionally provided public health related services. The article highlights elements of the program that enhanced its adoption and implementation and describes procedures for accelerating the diffusion of the program across the country.

Job search and social cognitive theory: The role of career-relevant activities

Social cognitive theory was used to explain the relationships between career-relevant activities (environmental and self career exploration, career resources, and training), self-regulatory variables (job search self-efficacy and job search clarity), variables from the Theory of Planned Behavior (job search attitude, subjective norm, job search intention), and job search intensity. Based on a sample of employed and unemployed job seekers, we found that job seekers who spent more time in career exploration, attended more training programs, and used more career resources reported higher job search clarity and job search self-efficacy. Job search self-efficacy, job search attitude, and subjective norm predicted job search intention, and job search clarity and job search intention predicted job search intensity eight months later. The results of this study provide practical information on what job seekers can do to improve their job search clarity and job search self-efficacy and demonstrate the application of social cognitive theory for understanding and predicting job search behavior.

Learning Online Community Citizenship Behavior: A Socio-Cognitive Model

This study postulates personal and environmental factors as key drivers of online community citizenship behavior (OCCB). OCCB reveals that the individual chooses to perform a behavior that is beneficial to others. Empirical results confirm the applicability of social cognitive theory (SCT) in online communities.

Top Manager’s Efficacy Beliefs and Organizational Outcomes: An Application of Social Cognitive Theory

Top managers have been an area of active research in strategic management. The difficulty in accessing top manager has limited researchers to focusing on top manager’s demographic characteristics to explore their influence on organizational outcomes. These demographic characteristics have been considered as surrogates of top manager’s cognition. However this approach has critical limitations (Markoczy, 1997), and a cognitive approach will enhance our understanding of top manager’s influence on the organization. Recognizing this issue, I propose a cognitive approach to top management research. Specifically, top manager’s efficacy beliefs are conceptualized based on Social Cognitive Theory. Further, I develop several propositions on the effects of top manager’ efficacy beliefs on organizational outcomes.

The application of social cognitive theory to web‐based learning through NetPorts

AbstractAlthough the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web‐based self‐regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences.This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self‐regulated learning, and also applied this model to the development of the NetPorts web‐based learning system. NetPorts, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web‐based findings support the social cognitive view of self‐regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web‐based learning environment. These findings also further validate the application of the social cognitive model to Web‐based learning through the NetPorts.

A Practical, Theory-Based Approach to Establishing School Nutrition Advisory Councils

This article describes a process for establishing school nutrition advisory councils (SNACs) as an integral part of a school environment approach to promoting the nutritional health of students. The application of social cognitive theory as the conceptual framework for SNACs is discussed and the steps for establishing councils, including describing the school food environment, recruiting council members and convening the council, are reviewed. Actions taken by SNACs to positively affect the school nutrition environment are also described. SNACs are 1 component of the Teens Eating for Energy and Nutrition at School (TEENS) study, a group randomized, school-based intervention trial conducted in 16 middle schools in the Minneapolis-St Paul, Minn, metropolitan area. TEENS seeks to promote healthful dietary behaviors among young adolescents to reduce future cancer risk. Primary outcome measures include increasing fruit and vegetable intake and decreasing fat consumption. SNACs were established in the intervention schools to assess the overall school food environment and to advance school-level policy that promotes a healthful food environment. J Am Diet Assoc. 2001;101:223-228.

Characteristics of Exercise Behavior among College Students: Application of Social Cognitive Theory to Predicting Stage of Change

Background. Young adulthood is characterized by a steep decline in the level of physical activity, but few theory-based studies have examined characteristics associated with regular exercise in this population. This study applied Social Cognitive Theory (SCT) and the Stages of Change Model (SCM) to determine personal, behavioral, and environmental characteristics associated with exercise behavior and intentions among undergraduate university students.Methods. A random sample of 937 undergraduate students (mean age 22.0 ± 5.6 years; 84.7% ages 17–24 years) enrolled at a large Midwestern university completed a mailed questionnaire. Valid and reliable instruments were used to measure personal, behavioral, and environmental variables based on the SCT that were hypothesized to influence stage of exercise behavior change. Multivariate discriminant analysis was used to determine associations among these variables with stage of exercise behavior change.Results. Exercise self-efficacy, physical activity history, and nonexercise estimation of aerobic capacity were significant predictors of the stage of exercise behavior change for both males and females. Among females, exercise self-efficacy (P < 0.001) and family social support (P < 0.001) for physical activity were the best predictors of stage of exercise behavior change. Friend social support (P < 0.001), physical activity history (P < 0.001), and exercise self-efficacy (P < 0.001) were significant predictors of stage of exercise behavior change among males.Conclusions. The SCT framework predicted stage of exercise behavior change as defined by the SCM. Exercise self-efficacy was associated with exercise stage, but the source of significant social support (family versus friends) was different for males and females.

Disclosure of HIV seropositivity to sexual partners: An application of social cognitive theory

The present study used social cognitive theory to examine self-disclosure of HIV seropositivity to sexual partners in a sample of 223 HIV-positive individuals. Participants were primarily male, Caucasian, gay or bisexual, with an average age of 36 years. Eighty-two percent of the sample disclosed their serostatus to at least one sexual partner in the past 4 months; however, disclosure rates varied by gender, partner type, and number of partners. Multiple regression analyses predicting disclosure behavior on the basis of social cognitive variables revealed the significance of self-efficacy and outcome expectancies. These findings suggest the clinical importance of focusing on the enhancement of self-efficacy and positive outcome expectancies as techniques to assist clients with self-disclosure of HIV serostatus to sexual partners.

Application of Social Cognitive Theory to Training for Computer Skills

While computer training is widely recognized as an essential contributor to the productive use of computers in organizations, very little research has focused on identifying the processes through which training operates, and the relative effectiveness of different methods for such training. This research examined the training process, and compared a behavior modeling training program, based on Social Cognitive Theory (Bandura [Bandura, A. 1977. Self-efficacy: Toward a unifying theory of behavioral change. Psych. Rev. 84(2) 191–215; Bandura, A. 1978. Reflections on self-efficacy. Adv. Behavioral Res. Therapy 1 237–269; Bandura, A. 1982. Self-efficacy mechanism in human agency. Amer. Psychologist 372 122–147; Bandura, A. 1986. Social Foundations of Thought and Action. Prentice-Hall, Englewood Cliffs, NJ.]), to a more traditional, lecture-based program. According to Social Cognitive Theory, watching others performing a behavior, in this case interacting with a computer system, influences the observers' perceptions of their own ability to perform the behavior, or self-efficacy, and the expected outcomes that they perceive, as well as providing strategies for effective performance. The findings provide only partial support for the research model. Self-efficacy exerted a strong influence on performance in both models. In addition, behavior modeling was found to be more effective than the traditional method for training in Lotus 1-2-3, resulting in higher self-efficacy and higher performance. For WordPerfect, however, modeling did not significantly influence performance. This finding was unexpected, and several possible explanations are explored in the discussion. Of particular surprise were the negative relationships found between outcome expectations and performance. Outcome expectations were expected to positively influence performance, but the results indicated a strong negative effect. Measurement limitations are presented as the most plausible explanation for this result, but further research is necessary to provide conclusive explanations.

Predicting Mathematics-Related Choice and Success Behaviors: Test of an Expanded Social Cognitive Model

This study explored the nature of the relations among prior achievement, self-efficacy, outcome expectations, and interests in predicting students′ choice of, and performance in, mathematics-related college courses. Subjects were 166 introductory psychology students. Results indicated that the effects of past achievement on course interest were mediated by self-efficacy, and that interests, in turn, mediated the effects of self-efficacy on students′ intentions to enroll in mathematics-related courses. Past achievement and self-efficacy were each useful predictors of mathematics grades, with the effects of past achievement being partially mediated by self-efficacy. Outcome expectations complemented self-efficacy in predicting interest and course enrollment intentions. Implications for the further application of social cognitive theory to academic and career behavior are discussed.