Bandura's Social Cognitive Theory Research Articles

The low self-efficacy trap: why people with vulnerabilities experience prolonged periods with payment problems

IntroductionSocieties place a responsibility on individuals to pay what they owe on time, establishing a coercive apparatus for debt collection and enforcement when they do not, coupled with consumer protection and debt resolution measures to protect the vulnerable.MethodsAn analysis of in-depth interviews with 28 people with both payment difficulties and vulnerabilities from ill-health, using Bandura's Social Cognitive Theory to explore the experiences of vulnerable defaulters as they try to exercise the personal responsibility placed on them by society.ResultsIt finds that they encounter barriers in exercising the personal responsibility which primarily arise in encounters with inflexible and bureaucratic routines – of creditors, debt enforcement agents and even money advisers whose role is to help vulnerable people. These systematically undermine defaulters' self-efficacy, and leaving them facing prolonged periods of payment difficulties.DiscussionThe findings are discussed in the light of Bandura's Theory and lessons drawn for the policies and practices of creditors, debt enforcement bodies, and money advisers.

The social-cognitive clinician: On the implications of social cognitive theory for psychotherapy and assessment.

We review Bandura's contributions to cognitive-behavioural theory, research and practice. His basic research on the causal role of cognitive processes in social learning was a major factor in the emergence of cognitive-behavioural therapies in the 1970s. His investigations on observational learning and self-efficacy beliefs led to the development of guided mastery therapy, a specific cognitive-behavioural intervention for anxiety disorders. His research on self-regulatory processes provided an empirical basis for the emergence of numerous therapies targeting self-regulation. We conclude by discussing how Bandura's social cognitive theory, as well as more recent advances in social cognitive theorising, might be further applied to innovative approaches to therapeutic interventions, assessment and clinical case conceptualization.

Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

Fostering Self-Efficacy among Filipino Nursing Students Post-Pandemic: Effectiveness of Dedicated Education Units

The COVID-19 pandemic has posed unprecedented challenges to nursing education in the Philippines, prompting the exploration of innovative strategies to support students' self-efficacy. This study investigates the implementation of the Dedicated Education Unit (DEU) model in Filipino nursing education post-pandemic. Drawing from international research and theoretical frameworks such as Bandura's Social Cognitive Theory, the study explores the potential benefits of DEUs in enhancing students' self-efficacy. A pre-test, post-test experimental design was employed to evaluate the impact of DEU implementation on nursing students' self-efficacy levels. Statistical analyses reveal a significant increase in students' self-efficacy post-intervention (p-value=0.003), indicating the efficacy of the DEU model in fostering students' confidence and belief in their clinical abilities. The average score before the intervention was 2.81, while after the intervention, it increased to 3.67. Discussion highlights the positive outcomes associated with DEUs, including improvements in student self-efficacy, critical thinking, and successful transition to professional practice. The study concludes with implications for future research and practice, emphasizing the importance of continued exploration and adaptation of innovative clinical education models to meet the evolving needs of nursing students and healthcare systems.

Adequacy of health message tailoring for ethnic minorities: Pasifika communities in Sydney, Australia, during COVID-19.

Ethnic minorities, such as Pasifika, residing in high-income countries were at higher risk of COVID-19 infection during the pandemic. To understand the experiences of Pasifika, including message dissemination and barriers to tailored public health messaging during the pandemic, a qualitative study was undertaken, underpinned by Laswell's Model of Communication and Bandura's social cognitive theory with data collected using Pasifika methods. Pasifika adults (n = 65) were recruited across Sydney from July 2020 to March 2022. Health care professionals (HCP) (n = 17) employed by four local health districts (LHDs) and Pasifika community-based organizations delivering multicultural COVID-19-related work within the study catchment, were also recruited. Five themes were constructed from the data of: (i) prevailing fear and uncertainty over COVID-19 infection and losing employment; (ii) limited knowledge of government perpetuating distrust in Government as a benevolent source of information; (iii) faith and trust as priorities for health decision-making; (iv) 'Coconut wireless'-the role of family, friends and community in disseminating public health messages through word of mouth; and (v) limited health literacy affecting compliance with public health orders. Community members identified important messages and resources had not been sufficiently distributed. Most HCPs understood the necessity of grassroots-level engagement but reported existing approaches were inadequate to navigate challenges. These findings highlight the need for public health promotion and communication strategies that consider both the social and cultural determinants of health. We propose a 7-point checklist as a cultural appropriateness lens to assist the development and rating of existing or new health promotion messaging and resources.

Strategies for Developing Professional Competencies in Pre-service Teachers’ Educational Internship and Teaching Support Program：Mediated by Teacher Self-efficacy

Using teachers' self-efficacy in Bandura's social cognitive theory as a mediator, this study work on how to promote teachers' professional competence in educational internship and teaching support programs for pre-service teachers in order to solve the problem of insufficient teachers' vocational competence in pre-service teacher training, and to provide high-quality teachers for basic education. The study begins with the concept and current status of implementation of the educational internship and teaching support program, and provides an introduction to the main ways to develop the professional competencies of pre-service teachers. Through the four major sources of self-efficacy summarized by Bandura, it analyzes the generation and development of teachers' self-efficacy in the educational internship and teaching support program. It is suggested that colleges and universities and supported schools should promote the enhancement of teachers' ethics, pedagogical competence, student management competence and self-development competence through various strategies such as improving the content of educational internship and teaching program, enhancing external policy and emotional support, strengthening the guidance of educational internship teaching and stimulating the intrinsic developmental motivation.

Pengaruh Self-Efficacy Pada Kecemasan Tokoh Utama Dalam Novel A Untuk Amanda Karya Annisa Ihsani

This research aims to analyze self-efficacy regarding the anxiety of the main character in the novel A for Amanda by Annisa Ihsani. Using four sources of self-efficacy with the psychological approach of Albert Bandura's social cognitive theory. The research method used is a qualitative descriptive method. Data collection was carried out using note-taking techniques and literature study. The results of this research reveal the self-efficacy of the main character (Amanda) through four sources of self-efficacy, namely experience of success (enactive attainment), indirect experience (vicarious experience), verbal persuasion (verbal persuasion), and physiological state (physiological state). These sources of self-efficacy provide conclusions regarding the efficacy of the main character (Amanda).

UCLMuevete: Increasing the amount of physical activity, work-ability, and cardiorespiratory fitness capacity in university workers through active breaks.

Active break programs at the workplace are a promising initiative for increasing workers' physical activity (PA) levels, health, work-ability (WA), and social relationship. To determine the impact of an Active Breaks workplace program based on Bandura's Social Cognitive Theory (SCT) aligned with Behavior Change Techniques (BCT) on PA levels, cardiorespiratory fitness (CRF), WA, and social relationships among university workers. #UCLMuévete is a quasi-experimental, 12-week intervention designed according to the TREND and TIDieR-PHP checklists. Sixty-nine university workers were recruited and placed into 17 teams of 3 to 5 people. Participants were instructed to take a 20-min active break every working day (walking, cycling, and functional training). The following variables were measured before and after the 12-week intervention: (1) Amount of PA with accelerometers, (2) CRF through the 6 Min-Walking Test (m), (3) Body composition (fat mass (gr), muscle mass (gr), and bone mineral content (g/cm3) through densitometry), (4) Stress with the BodyGuard2 device, (5) WA through Work Ability Index (WAI), and (6) Social relationships through an ad-hoc questionnaire. Part-time workers, pregnant women, and workers with physical disability were excluded. Significant improvements were observed in the amount of daily moderate-to-vigorous PA (Difference (Dif)., women +8.05 and men +12.31 minutes; p < 0.05; ES = 0.224; 0.379), CRF (Dif., women +52.98 and men +25.53 meters; p < 0.05; ES = 0.578; 0.209), and (Dif., women +2.16 and men +2.39; p < 0.05; ES = 0.150; 0.177). No significant changes were observed in body composition and stress. 20 min/day of aerobic and strength active breaks, based on SCT aligned to BCTs, improves university workers' amount of PA, CRF, WAI, and social relationships.

Self-efficacy in educational contexts: a comparative analysis of global perspectives

This comprehensive research explores the pivotal role of self-efficacy in the educational experiences of students, particularly emphasizing its significance in the context of increasing global mobility and diverse educational settings. The paper's primary focus is on understanding how different educational environments, ranging from liberal democracies to more controlled societal structures, shape and influence students' self-efficacy. The study posits that self-efficacy, defined as an individual's belief in their ability to succeed in specific situations or tasks, is a critical determinant of how students engage with their educational environment, confront challenges, and achieve both academic and personal goals.Through a detailed analysis of recent research in educational psychology and sociology, the paper synthesizes pioneering studies and theories, notably Albert Bandura's social cognitive theory, to provide a comprehensive framework for understanding the development of beliefs in one's capabilities. The research underscores the intricate relationship between self-efficacy and academic achievement, highlighting how self-efficacy impacts not only academic performance but also students' motivation and persistence, especially in foreign academic settings. Methodologically, the study employs a systematic comparative approach, integrating both qualitative and quantitative methods. Qualitative methods such as in-depth interviews and content analysis of educational literature provide insights into students' subjective experiences and perceptions. Quantitative methods, including surveys and statistical analysis, measure and compare levels of self-efficacy among students in different educational settings. Additionally, structural-analytical and comparative-historical methods are utilized to examine the impact of educational systems and historical and cultural factors on student self-efficacy.The findings reveal that educational environments significantly influence the development of student self-efficacy. Students in more open and supportive educational practices, typical of liberal democracies, often exhibit higher levels of self-efficacy. In contrast, those in more controlled educational systems face challenges in developing self-efficacy due to restrictive academic environments. The study further demonstrates the vital role of cultural, social, and educational structures in shaping students' beliefs about their abilitie.Conclusively, the paper advocates for educational practices that recognize and support the diverse needs of students. It emphasizes the need for educational systems to foster a sense of autonomy, competence, and resilience in students, preparing them to navigate complex global challenges with confidence and skill. The research contributes significantly to the discourse on student development and success in international education, offering valuable insights for enhancing educational practices and policies in a globalized world.

Analysis of correlating factors: Social media addiction in Shanghai's Generation Z

In the current digital era, the way Generation Z interacts with social media, particularly in vibrant cities like Shanghai, is significant and varied. This study, influenced by Bandura's Social Cognitive Theory (SCT), investigates the detailed motivations behind Generation Z's online behavior and examines how these motivations might relate to the risk of becoming addicted to social media. We carefully gathered data from 318 participants, mainly aged 22 to 28, from various socio-cultural backgrounds in Shanghai. Using SPSS for detailed analysis, we applied descriptive statistics and Pearson correlation analyses to identify patterns and relationships. The initial results show that Generation Z in Shanghai is heavily involved in the digital world, and their social media use aligns with the principles of SCT, including observational learning, reciprocal determinism, and self-efficacy. This study adds to the growing body of research on digital behavior, emphasizing the importance of understanding the complex effects of social media on individual lives and society as a whole.

From peacetime to war: a path analysis of the factors that predict performance among police and military commanders in collaborative crisis response.

This study aimed to examine the applicability of Bandura's social cognitive theory in predicting organizational performance in dynamic and ambiguous hybrid warfare contexts. Specifically, the study investigated the influence of dyad composition, past performance in peacetime, collective self-efficacy, and persistence on wartime performance among high-ranking police and military commanders. One hundred and thirty-eight participants, consisting of police and military commanders, took part in a simulation exercise that escalated from peace to war. The participants were assigned to three types of dyads (N = 69); all-police (n = 20), all-military (n = 27), and mixed police-military (n = 22). The study utilized path analysis to examine the direct and indirect effects of the variables on wartime performance. The model developed in this study accounted for 54% of the variance in wartime performance (R2 = 0.54). Path analysis showed direct effects of persistence (β = -0.33) and peacetime performance (β = 0.45) on actual performance in wartime. Direct effects also showed how persistence was predicted by dyad composition (β = -0.24) and peacetime performance (β = -0.50). Indirect effects indicated how persistence mediated the effects of peacetime performance (β = 0.17) and dyad composition (β = 0.08) on actual performance in wartime. This study contributes to the understanding of how social cognitive factors, as described by Bandura's theory, can predict decision outcomes in collaborative crisis response settings involving police and military commanders. The findings have implications for policy-making and provide recommendations for further research in this area.

Core self-evaluation and innovative behavior: mediating effect of error orientation and self-efficacy of nurses.

Innovation plays a crucial role in advancing nursing and healthcare. Despite its significance, there is a paucity of research examining the interplay among nursing innovative behavior, core self-evaluation, error orientation, and self-efficacy. This study, grounded in Bandura's social cognitive theory, seeks to not only investigate the influence of core self-evaluation on nurses' innovative behavior but also to elucidate the mediating roles of error orientation and self-efficacy within this relationship. By addressing these dynamics, the research aims to provide a comprehensive understanding of the factors shaping nurses' innovative behaviors and contribute to the broader discourse on enhancing healthcare practices. A cross-sectional study using an online questionnaire. Participants were recruited from 23 hospitals in 6 provinces and 1 municipality directly under the central government in China, namely Zhejiang, Anhui, Jiangxi, Guangdong, Hebei, Henan, and Shanghai. A total of 741 nurses enrolled in the study. The participants completed the nurse innovative behavior scale, the core self-evaluation scale, the error orientation questionnaire, and the self-efficacy scale online in 2023. SPSS and AMOS were used for data analysis. The reporting followed the STROBE checklist. A total of 706 valid questionnaires were collected. A positive core self-evaluation was associated with more innovative behavior, and this relation was partially mediated by error orientation and self-efficacy to avoid failure. Core self-evaluation, error orientation and self-efficacy of nurses had a positive predictive effect on innovation behavior, with the path coefficients at 0.09, 0.23, and 0.39, respectively. Our study complements the evidence on the mechanism of action between the core self-evaluation and innovative behavior. Our findings have important clinical implications for promoting innovative behavior in nurses.

English Presentation Self-efficacy Development of Indonesian ESP Students: The Effects of Individual versus Group Presentation Tasks

The study aims to investigate the English presentation self-efficacy of ESP undergraduate students through a longitudinal-experimental research design. Rooted in Bandura's social cognitive theory, it addresses two research problems: how Indonesian ESP undergraduate students' English presentation self-efficacy developed when they were exposed to mastery experience in the form of presentation tasks, and how individual and group presentation tasks affected the English presentation self-efficacy development. Three groups of ESP undergraduate students (n = 107) taking ESP English for Management were purposively selected as the participants for the study. Each group was exposed to one of the three forms of interventions: individual presentation tasks, homogeneous-group presentation tasks, and heterogeneous-group presentation tasks. A Likert-type presentation self-efficacy questionnaire validated by exploratory factor analysis (EFA) was utilized to collect the data in Weeks 3, 8, 12, and 16 of the semester. The study found that the Indonesian ESP undergraduate students' English presentation self-efficacy developed significantly as they completed the presentation tasks. The homogeneous-group presentation task outperformed both the heterogeneous-group and individual presentation tasks in enhancing English presentation self-efficacy. Implications for the teaching practices, study limitations, and future research recommendations are presented. 

Mapping movie genre evolution (1994 - 2019) using the role of cultural and temporal shifts: a thematic analysis.

The gratification each person seeks through a movie is different. Sometimes a person would seek information through movies or use them for educational purposes, and some might watch movies to escape into a world of fantasy or humour. Keeping in mind the diverse and ever-changing needs of the audience, the primary objective of this study is to observe the evolution of movie genre and content preference in India, which is one of the largest and culturally intriguing movies producing nation across the globe. To attain the objective, the researchers have thematically analysed the top five revenue grossing movie genres over a span of 26 years (1994 to 2019) in Bollywood. More than 100 storylines have been analysed to develop genre trend graphs and the results indicate a sharp decline in the popularity of romantic and family dramas, whereas comedy and action movies have witnessed an overall growth with romantic comedies (romcoms), being the most stable amongst the top five. Several societal factors like the changing family structure, education level, access to dating applications and even terrorism have been considered to elucidate the evolving psyche of the audience. The theoretical understanding of the result is derived from the uses and gratification theory, cross culture communication theory, and Bandura's social cognitive theory. Conclusions: This study would provide film-makers with a guide to understanding the changing movie genre preferences in India, which in turn would help them to produce economically profitable movies in future.

Examining College Students' Self-Efficacy in the Online Learning Environment System During the COVID-19 Pandemic Implications for Higher Education Institutions

Objective: This study aims to examine the self-efficacy levels of college students in the online learning environment during the COVID-19 pandemic. The purpose is to understand the impact of self-efficacy on students' motivation, behavior, and achievement in online learning.   Theoretical framework: The study is grounded in Bandura's social cognitive theory, which emphasizes the importance of self-efficacy in influencing individuals' actions and outcomes. The theory suggests that higher levels of self-efficacy lead to increased motivation and better performance.   Method: The study utilizes a cross-sectional design and involves 824 randomly selected college students from Cagayan State University Gonzaga Campus. Data collection is conducted through a self-efficacy questionnaire and semi-structured interviews to gather comprehensive insights into students' experiences.   Results and conclusion: The study finds high levels of self-efficacy among college students in the online learning environment, except for informal mingling, interacting with professors, and collaborating with classmates. The findings also show a significant correlation between students' year level and self-efficacy levels.   Implications of the research: This study highlights the importance of targeted support to enhance students' self-efficacy in informal communication and collaboration. Instructors can implement strategies and provide clear guidelines, while institutions offer resources and training programs to improve online learning skills S support outcomes and academic success   Originality and Value: This study explores college students' self-efficacy in online learning during COVID-19, providing insights into its impact on motivation, behavior, and achievement. It informs the development of interventions and support systems, with potential for further research on enhancing self-efficacy during the pandemic

Family Transformation as a Source of Early Childhood Character Education (Bandura's Social Cognitive Theory Perspective)

&lt;em&gt;The purpose of this research is to describe the shift of the family in its function as the main pillar in instilling character values in early childhood. The method used in this research is a focused interview method with a qualitative approach. The stages of instilling children's character in the family today are (1) knowledge (knowing), where children are given an understanding of the values, norms, and principles expected in the family. (2) acting, where children need to practice these values in real actions, and (3) habit, where the expected positive characters have been internalized in children so that they automatically and unconsciously act in accordance with these values. Later, this development can be integrated and directed in every school activity. Thus, character education can be well integrated into the school curriculum and extracurricular activities. Through this approach, it is hoped that the goal of character development in children can be achieved more effectively and sustainably. &lt;/em&gt;

Bandura's Social Cognitive Theory and Its Implementation in Markeso Mudo's Garingan Ludrukan Monologue

This paper aims to create works of art with Bandura's social cognitive theory approach consisting of a) Attention (attention), b) Retention, c) Motion Reproduction and d) Motivation as a foundation in the creative process of art learning in monologue courses in the Drama Concentration, Drama, Dance and Music Education Study Program (Sendratasik) Faculty of Language and Arts, Surabaya State University. This lecture is a type of practice with a total of 4 credits, students are directed to practice directly through various methods, strategies and competency content contained in the course. The focus in the current discussion is to practice the Monologue Ludrukan Garingan Markeso Mudo is a competency achievement that will be obtained by students if the stages can be carried out according to the procedure. The implementation of the Ludrukan Garingan Markeso Mudo Monologue is simulated in public spaces targeting crowded places such as markets, stalls or other public spaces that are in accordance with the needs of the actor's concept. The application of Bandura's Social Cognitive Theory as a tool to produce student process space in obtaining structured steps before implementing in the Monologue Ludrukan Garingan Markeso Mudo. Finally, it can obtain a good implementation formulation in practice in the field

A-29 To report or not to report: A review of adolescent decision-making theories following sports-related concussion

Abstract Purpose Sports-related concussion (SRC) is a prevalent concern among adolescent athletes. If SRC is suspected, athletes are usually removed from play for assessment and symptom monitoring. Return-to-play decisions heavily rely on athlete self-report of SRC and associated symptoms. Social pressures and attitudes related to symptom reporting influence an athlete’s decision of whether to disclose symptoms; not reporting increases risk for subsequent injury and delayed recovery. Therefore, it is important to understand the adolescent decision-making process following SRC. In this review, prevailing theories that explain symptom reporting and decision-making following SRC will be evaluated from a clinical lens. Data Selection Literature was reviewed using Google Scholar, PubMed, and SCOPUS. Search terms included “concussion” AND “sport” AND “symptom reporting” OR “reporting” OR “self-report”. Other terms included “decision-making”, “disclosure”, “adolescent”, “high school”, and “college”. Articles from 2004-2023 were included. Data Synthesis Three prevailing theories have been proposed to explain symptom underreporting among adolescent athletes: the Theory of Reasoned Action and Planned Behavior, the Bandura Social Cognitive Theory, and the Disclosure Decision-Making Model. These theories will be critiqued and the lack of research on neurodevelopmental components of decision-making will be highlighted. Conclusions The decision-making process following SRC is complex, multi-factorial, and state-dependent. While these theories provide critical insights into symptom reporting following SRC, they do not consider important neurodevelopmental factors such as the imbalance between cognitive control and reward processing in adolescence. When educating parents and coaches about symptom reporting following SRC, it will be important for clinicians to consider socioemotional, cultural, environmental, and neurodevelopmental factors.

Application of Bandura's social cognitive theory to predict cigarette butt-littering behavior in male smokers: a case study in the parks in Tehran, Iran.

Cigarette butt-littering behavior is common among most smokers. The present study aimed to determine the predictors of butt-littering behavior in a sample of Iranian male current smokers based on the Bandura's social cognitive theory variables. In this cross-sectional study, 291 smokers who throw their cigarette butts in public parks in Tehran city, Iran were selected and completed the study instrument. Finally, the data were analyzed. The average number of butts littered daily by the participants was 8.59 (± 8.661). The results of multiple Poisson regression showed that knowledge, perceived self-efficacy, positive and negative outcome expectations, self-regulation, and observational learning variables were statistically significant predictors of butt-littering behavior among the participants. It is concluded that Bandura's social cognitive theory is a suitable theoretical framework for predicting butt-littering behavior and might be used to develop theory-based environmental education efforts in this field.

Personal, Interpersonal, and Sociocultural Factors of Condom Use in Rural Indigenous Nahuas Adolescents in Mexico.

The goal of this research was to determine the personal, interpersonal, and sociocultural predictors of condom use among rural Indigenous adolescents. Predictor variables were selected from Bandura's Social Cognitive Theory and Leininger's Transcultural Theory. The sample consisted of 419 Nahuas adolescents randomly selected from the total number of neighborhood blocks in a rural community in Puebla, Mexico. The instruments had acceptable psychometric characteristics (Cronbach alpha and validity scores). Multiple linear regression models were used. Results: 56.8% of participants were female, and 50.40% were students. Mean age was M = 17.5 (SD = 0.97), and the majority (63%) identified as Catholic. Age at menarche/first ejaculation (β = -1.2, p = 0.038), attitude toward condom use (β = 0.13, p < 0.001), ethnic identity (β = 0.21, p < 0.001), and ability to negotiate condom use (β = 0.13, p = 0.003) predicted (R2 = 22.3) condom use. This study provided a basis for integration of the cultural values of Indigenous adolescents within interventions for sexual health promotion.