Cognitive Theory Research Articles

The effect of social cognitive theory based group psychoeducation program on the self-regulated learning skills and academic achievement of high school students

In this study, it was aimed to design a group psychoeducation program based on social cognitive theory to improve the self-regulated learning skills of high school students and to examine the effect of this program on the students' self-regulated learning skills and academic achievement. This research is a quasi-experimental study in which the pre-test, post-test and follow-up test results of the experimental and control groups are compared. A total of 32 volunteer students from an Anatolian High School in Turkey were randomly assigned to the experimental (n:16) or control group (n:16). The research data were obtained with personal information form and Self-regulated Learning Skills Scale. In the study, participants in the experimental group were included in an eight session psychoeducation program, while the control group was not included in any program. A psychoeducational program was applied to the students in the experimental group, with sessions held once a week for 60 minutes. A posttest was conducted following the completion of the group sessions, and a follow-up test was administered four months later to both groups. Analysis of variance (Anova), analysis of covariance (Ancova), t-test for related and independent samples were used to analyse the study data. As a result of the study, it was found that the group psychoeducation programme applied to the experimental group was effective in developing students' self-regulatory learning skills and this effect continued in the follow-up test. It was also found to be effective in increasing academic achievement. The results reveal that a group psychoeducation program based on social cognitive theory can be used to develop high school students' self-regulation skills and increase their academic success.

To Hear or Not to Hear: Cognitive Load Theory and Learning

ABSTRACT Background: Cognitive load is the amount of information one’s working memory can process at any given time. Key components of cognitive load include germane load, intrinsic load, and extraneous load. Learning is hindered if overload occurs, thus reducing cognitive performance. This study addresses the impact of auditory stimulation on cognitive load through repeated recognition tasks. Methods: Twenty-eight Queen’s University students were recruited and randomly allocated to control and experimental groups who completed the experiment with noise-cancelling headphones and with ambient noise, respectively. The experiment consisted of learning and testing phases. The learning phase involved memorizing a series of words. Subsequently, the testing phase required participants to recall words from the list. Each trial consisted of one learning and one testing phase, with three trials per participant. Cardiovascular measurements were taken prior to the experiment, at the beginning of each phase, and after each trial was completed. Results: Primary outcomes demonstrated that the experimental group experienced greater percent changes in heart rate and rate pressure product, higher perceived mental effort, and greater within-group variation for heart rate compared to controls. Scores decreased as trials progressed. Secondary outcomes showed that the top 33% of participants were less susceptible to changes in heart rate and blood pressure. Overall, four heart rate or blood pressure responders were identified. Conclusions: Exposure to 70 decibels of ambient noise contributes to cognitive load as noted by elevated cardiovascular measure and perceived mental effort. Results can inform educational platforms and hospital logistics.

Research on motion control strategy of athlete muscle training based on blockchain and visual image analysis

Muscle training is an important part of athletes’ physical training. Its goal is to keep athletes in high intensity and improve sports performance in physical training. With the continuous improvement of the level of competitive sports, there are still many problems in the training of competitive athletes. The research on the control strategies of some technical movements in the process of athletes’ muscle development would help to improve the efficiency and effect of athletes’ training. By analyzing and quant description of muscle movement control process based on blockchain and visual image processing technology, the muscle movement control rule is discussed and then a complete movement database is constructed. At the same time, combined with the sports experiment method and cognitive behavioral theory, this paper analyzed the exercise load, exercise time allocation, muscle training time allocation methods and the corresponding muscle training strategy selection methods under different muscle states, providing theoretical basis for athletes to conduct muscle strength training scientifically and efficiently. This paper first analyzed the importance of athletes’ muscle training action control. After that, the research was mainly carried out from the following two aspects. The first is to analyze the motion control strategy of athlete muscle training based on blockchain and visual image, and summarize its characteristics. The second is to use electronic imaging technology to analyze the data related to posture control in athletes’ muscle training, and explore the characteristics and changes of muscle posture. At last, this paper put forward relevant algorithms about visual images and conducted experimental research on athletes’ physical indicators and performance under different muscle training according to the research in this paper. It was concluded that the score ratio of athletes’ performance after muscle training action control was 7.39% higher than that of general muscle training. Therefore, it is very important to strengthen the research of movement technology in muscle training and analyze the influence of some training control strategies on the development of athletes’ muscles in training.

Career Interventions at a Distance: A Systematic Literature Review

Background: Due to global technological advances, psychology professionals have experienced constant changes in their daily routines. The field of career development and vocational psychology is no different. Amplified by the adjustments brought about by the circumstances of the pandemic, there has been an increased demand for and development of various distance intervention methodologies. Methods: This study presents a systematic review of distance career interventions, focusing on (1) rationale, (2) groups of the population, (3) structure, (4) evaluation, and (5) outcomes and recommendations. Eleven keywords, three databases, and five eligibility criteria were defined. Results: Sixteen articles were collected for analysis. The results showed a predominance of (1) career construction theory and social cognitive theory rationales, (2) a sample of university students, (3) group career intervention, (4) pre- and post-test evaluation systems, and (5) effects in different dimensions and recommendations about intervention research design. Conclusions: Although there has been an increase in the number of publications in recent years, few studies evaluate distance career interventions. There are also few studies with different target populations. In this sense, indications for future interventions and studies are given, as well as the implications of these studies for practice.

The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.

While many studies have identified multiple benefits and affordances in using virtual reality (VR) technology in language learning, most have been qualitative, with few providing evidence of factors that may impact VR effectiveness for language learning or of the role of learners' unique psychological, environmental, and emotional experiences in language learning. Against this backdrop, we framed this study within social cognitive theory and surveyed 368 Chinese university students of English who were participating in VR-assisted language instruction to explore whether learners' foreign language learning enjoyment and boredom related to their learning engagement; we also investigated the mediating role of learning self-efficacy in these relationships. Our results suggested that (a) students learning English through VR-assisted instruction experienced a relatively high level of enjoyment but moderate level boredom; (b) foreign language learning enjoyment significantly (positively) predicted foreign language learning self-efficacy and engagement; and (c) foreign language learning boredom significantly (negatively) predicted foreign language learning self-efficacy, but not engagement; and foreign language learning self-efficacy fully mediated the relationship between foreign language learning boredom and engagement, and partially mediated the significant relationship between foreign language learning enjoyment and engagement. Based on these findings, we suggest ways to improve VR-assisted language teaching and learning.

Using AR to Enhance the Learning of Chirality

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations.

The Differential Effects of Augmented Reality and Product Presentation Strategies on Brand Recall: An Embodied Cognition Perspective

As augmented reality (AR) technology becomes more prevalent in marketing, its impact on consumer memory processes, particularly brand recall, remains underexplored. This study primarily employs an empirical research method, using two lab experiments to examine the interaction between product presentation formats (AR vs. non-AR) and presentation strategies (separate vs. collocation) in brand recall. Across two experiments, we showed that AR enhances brand recall only in collocation presentations, where multiple products are displayed together, but not in separate presentations of individual products. In single-product contexts, AR formats do not demonstrate a significant advantage over non-AR formats. These findings suggest that AR’s effectiveness is contingent on presentation strategy, highlighting the contextual boundaries of AR’s utility in influencing consumer memory. By integrating embodied cognition theory with associative network theory, this research advances our understanding of how immersive technologies shape brand recall, offering strategic insights for marketers seeking to leverage AR in diverse product presentation scenarios.

Exploring career choice and retention among engineering undergraduate students and systems engineers: A gender perspective

The underrepresentation of women in engineering is a significant concern. This study applies the social cognitive theory and the social career cognitive theory (SCCT) to investigate gender differences in engineering career choices. We examined reasons given by 19 systems engineers and 330 undergraduate engineering students for choosing engineering and categorizing them according to SCCT themes. We compared the distribution of reasons across themes and categories by career stage and gender. For engineers, the category <i>self-efficacy</i> correlated significantly with <i>challenges and opportunities</i> and <i>current job suitability</i> categories, and women engineers cited challenges mainly with work-life balance and the gender glass ceiling. Undergraduate students cited personal reasons more frequently than environmental ones, with behavioral reasons being the least common. The extended SCCT model includes the categories <i>challenges and opportunities</i> and <i>current job suitability</i> within the behavioral theme, with the latter pertaining specifically to career retention. This research the set of provides insights into gender-dependent engineering career choice and retention by expanding the set of SCCT categories.

Toward a better approach for measuring visual-search slopes.

The slope of the function relating response times to the number of stimuli in a visual-search display is commonly considered a measure of search speed and is extensively used to test theories of visual cognition. Unfortunately, this important measure is confounded in multiple ways so that many classical findings in the literature must be called into question. As a way out of this predicament, we here develop a new technique to measure search speed (data collected in 2022 and 2023): Instead of manipulating the number of stimuli that need to be searched via a set-size manipulation, we achieve the intended purpose by placing the search target at different spatial positions with respect to an a-priori-known search order. Reliably inducing such a search order is the main achievement of the present study, but we also report several additional data patterns that might turn out instrumental for future research on visual attention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

XKT: Toward Explainable Knowledge Tracing Model With Cognitive Learning Theories for Questions of Multiple Knowledge Concepts

XKT: Toward Explainable Knowledge Tracing Model With Cognitive Learning Theories for Questions of Multiple Knowledge Concepts

Perceived parental career expectation and adolescent career development: The mediating role of adolescent career-planning and goal-setting self-efficacy and the moderating role of perceived parent-adolescent career congruence.

The underlying mechanisms (i.e., linking and conditioning mechanisms) in the association between perceived parental career expectation and adolescents' career development remain understudied. Under the guidance of the social cognitive career theory, this study used three-wave longitudinal data from 3,196 Chinese adolescents (Mage = 15.55 years old, SD = .44; 52.8% girls at Wave 1) to fill such gaps. Results indicate conditional indirect effects. Specifically, the indirect association of perceived parental career expectation with adolescents' career adaptability and ambivalence via adolescents' career-planning and goal-setting self-efficacy was stronger when perceived parent-adolescent career congruence was higher than that when perceived parent-adolescent career congruence was lower. Such effects were identified even after various career-related parenting practices were controlled for. Implications for theory, future research and interventions were also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Social media use by teachers during work and its effects on their performance: the role of teacher’s wellbeing and social media addiction

BackgroundAlthough extant literature has investigated the impacts of social sites on employees’ job performance in different sectors, scholars have given little attention to teachers’ job performance (TJoP) in higher educational institutes.PurposeWe aimed to investigate the direct and mediating impact of social media use (SMU) on TJoP. Based on social cognitive theory, this study proposed a model that consists of six hypotheses.Methodology: To empirically test the model, we develop a survey link to collect data from respondents working in universities in Jiangsu province, China. Partial least square structural equation modeling (PLS–SEM) using SmartPLS 4 has been used for analyzing 454 respondents.ResultsResearch findings demonstrate the significant effects of SMU on TJoP, well-being, and social media addiction (SMAdd). In addition, teachers’ well-being and SMAdd have a positive and negative significant effect, respectively, on TJoP. Moreover, this research evidenced a significant partial mediation of teachers’ well-being and SMAdd.ConclusionThis study points out the key role of SMU in the direct and indirect influences of TJoP through well-being and SMAdd. Further, it brings into view the urgency of higher education to prudently consider the implications of SMU on performance and general well-being among its faculty.

The bioSocial Cognitive Theory of eating (bSCT-e): Applying and elaborating on a biopsychosocial substance use theory for food addiction

Obesity rates are increasing globally, and food addiction (FA1) may be an important contributing factor but there is a lack of understanding of the key psychological mechanisms that contribute to FA. The bioSocial Cognitive Theory (bSCT) proposes that substance use is predicted by biologically based personality traits and their influence on social cognitive mechanisms. While validated in substance use, bSCT has not been applied to a behavioural or non-substance addiction. However, the bSCT does not include a negative affective personality component, of which there is clear theoretical and empirical support as risk factors for FA. Thus, this study sought to test both the original bSCT model and an elaborated version related to eating (bSCT-e) that included direct and indirect punishment sensitivity pathways to identify the individual risk factors of FA.Data were collected from 204 university students (75.5% female; Mage = 24.82, SD = 9.17) via an online survey. Both original bSCT and bSCT-e models provided a good fit to the data, with the latter providing slightly better fit and accounting for more variance in FA. The findings suggest that individuals who are more reward driven and punishment sensitive hold exaggerated beliefs about the reinforcing and emotion regulation effects of eating, which may undermine eating control and increase risk of FA. This study provides potential new insights into the complex biopsychosocial mechanisms of FA, and points to potential intervention targets.

Randomised trial of Mentored ‘Planning to be Active+Family’ [MPBA+F] for Appalachian youth at risk for diabetes: virtual delivery protocol

IntroductionObesity (OB) in children remains a national epidemic. This trial targets children suffering from overweight (OW) and OB living in rural Appalachia. Rural Appalachia is fraught with unhealthy behaviours, high rates of OB, pre-diabetes and type 2 diabetes among children. Diabetes prevalence in Appalachia is nearly double that of other regions. The prevalence of Appalachian children suffering from OB and extreme obesity (EO) increases the severity of diabetes.Methods and analysisWe will conduct a stratified randomised-controlled trial to evaluateMentored Planning to be Active+Family (MPBA+F) among seventh grade children with OW/OB/EO from rural Appalachian counties. Based on the Social Cognitive Theory,MPBA+Fcurriculum is a self-regulation approach to physical activity (PA) developed at The Ohio State University and successfully tested for feasibility in rural Appalachian middle schools.MPBA+F(a) incorporates active skill-building activities; (b) reinforces self-regulating activities; (c) engages in individual and group PA; (d) builds the link between PA, hydration and physical health and (e) actively supports weekly PA goals. Weekly skills are incorporated into reinforcement assignments verified at the beginning the following week. The primary outcome is the average daily minutes of moderate-vigorous PA. We will stratify by sex assigned at birth and conduct intent-to-treat analysis. We use descriptive statistics to summarise cohort and group (MPBA+F or comparison) baseline characteristics and examine variable distributions. Bivariate tests examine the balance of baseline characteristics by intervention groups. Mixed-effects linear modelling will be our more primary regression strategy. A potential problem is loss of curricular integrity. Our process assessment, structured mentor training and Instructor’s Guide reduce this concern. Another concern may be the lack of reliable broadband access. Participating counties exceed 75% broadband access. Those who lose internet access may have materials mailed to their home or accessed on the study website.Ethics and disseminationThis study was reviewed and approved by the American Diabetes Association Grants Review Committee (Grant number 11-22-ICTSN-30), the host institution’s Social and Behavioral Human Subjects Review Committee (Protocol 2022B0149) and is registered on ClinicalTrials.gov (ProtocolNCT05758441). All data that can be shared without compromising human subject protections will be shared to an approved open data repository within six months of publication or 18 months of the conclusion of the funding period (November 2025) if the study remains unpublished. Dissemination to families and stakeholders is by project newsletters. Public presentation of findings will be shared at the Annual Appalachian Translational Research Network and local health department meetings.Trial registration numberNCT05758441.

Accounting Faculty’s Motivation to Engage in Academic Citizenship: Evidence from Australia and New Zealand

ABSTRACT Academic citizenship, encompassing service and broader community engagement, is declining despite its pivotal role in the academic ecosystem, largely due to being underrecognized and underappreciated in university reward systems. This study identified factors that support and inhibit faculty engagement in academic citizenship so that initiatives to reverse this trend can be designed. We interviewed 24 accounting faculty from 11 universities across Australia and New Zealand. Drawing on social cognitive theory, this study identified personal factors such as faculty self-efficacy, goal commitment, and self-evaluation of progress as drivers of engagement. Our findings underscore the urgent need for university management to support academic citizenship, particularly among junior faculty, and to formally recognize it in institutional workload models, performance evaluations, and reward systems, to ensure the sustainability of the academe ecosystem. JEL Classifications: M49.

An Exploration of the Barriers and Facilitators Shaping Vaping Cessation Among Australian Young Adults

This study of 18–24-year-old young adults (YAs) in Australia who use, or used to use, nicotine vape products (NVPs) sought to explore their experiences when attempting to quit vaping to understand the barriers and identify facilitators of cessation. We analysed data from a survey (n = 532) of 422 YAs who vape and 110 YAs who used to vape, as well as interactive workshops (n = 12) and semi-structured interviews (n = 3), which included 7 YAs using and 8 no longer using NVPs. Social Cognitive Theory informed the data collection, with open-ended questions exploring how personal, environmental and behavioural factors shaped vaping cessation. Qualitative analyses revealed 11 themes shaping vaping cessation, including the normalisation of vaping, easy access and a desire to fit in. Vaping cessation was complicated by using NVPs to manage symptoms of mental ill-health. Additionally, former vapers reported using combustibles to replace vaping, highlighting the risk of health impacts from smoking. Potential support sources included friends and general practitioners, or family doctors. Support service development must consider de-normalising vaping, addressing underlying mental health issues and providing effective campaigns around the health risks of vaping and smoking. The findings highlight the need to invest in vaping cessation, and they can inform the design of vaping cessation programs to better support those trying to quit and ensure the success of their quit attempts.

Evaluation Of The Influence Of Reframing On Intermittentexplosive Disorder Among Female Inmates’ Violence Towards Male Partner In Selected Women Prisons, Kenya

The purpose of this study was to evaluate the influence of cognitive restructuring strategies on intermittent explosive disorder among female inmates’ violence towards male partners in selected women prisons in Kenya. The study helped to evaluate the influence of reframing on intermittent explosive disorder. The study was anchored on Social cognitive theory by Albert Bandura and self-evaluation maintenance theory by Abraham Tesser. The study used an Ex Post Facto research design. The study was carried out at Langata and Thika Women Prisons. Quantitative data was obtained from the sampled inmates using questionnaires; while qualitative data was collected using interview guides from the prison key informants. The study incorporated 8 constables, 4 counsellors, 3 chaplains as key informants. Stratified and proportionate simple random sampling was used to select a sample size of 307 inmates. Quantitative data was analyzed using both descriptive and inferential tests. Hypotheses were tested at p=.05 using Pearson’s Product Moment Correlation Coefficient. Qualitative data was analyzed thematically according to the study objectives. The findings showed there was a statistically nonsignificant positive relationship between reframing and intermittent explosive disorder as, [r (257) = .051, p = .417]. Increase in intensity of frame shift, target thoughts and evidence of thoughts led to increased traits of intermittent explosive disorder. Based on these findings, the study recommends that prison management through the ministry of Interior and Coordination of National Government, enhance provision of counselling programmes mbased on cognitive restructuring techniques in the prisons. Reframing as a technique would provide solutions on the past painful memories of the inmates; optimistically avoid violence and keep away from crime

The Capgras delusion in the United Kingdom. From 1933 to the present: A clinical theoretical review

The first clinical case report of the Capgras Delusion in the British literature appeared in 1933, a decade after the seminal article by Capgras and Reboul-Lachaux. The author endeavoured to explain it psychodynamically on the basis of Freud's theory of infantile sexual development, arguing that it was due to a mental mechanism peculiar to women. Despite often ill founded and convoluted, psychodynamic formulations held sway for several decades until cases occurring in toxic-metabolic and structural brain disorders were described. However, by the 1990's it was recognised that the presence of brain dysfunction did not in itself explain the delusion. What was needed in addition was an appropriate cognitive theory of the mechanisms underlying the delusion. The advent of cognitive neuropsychiatry, pioneered by the late Hadyn Ellis, provided a framework for a more systematic and predictive approach to our understanding of delusional misidentification.

Influencing factors of kinesiophobia in knee arthroplasty patients under the social cognitive theory: A structural equation model

ObjectiveTo analyze the path relationships among influencing factors for kinesiophobia in knee arthroplasty patients through a structural equation model. BackgroundThe occurrence of kinesiophobia significantly impacts the rehabilitation process of knee arthroplasty patients. However, there is still a need to determine factors that contribute to reducing kinesiophobia. DesignA cross-sectional study was conducted and reported following the STROBE guideline. MethodsBetween February 2022 to October 2022, 162 total knee arthroplasty (TKA) patients and 81 unicompartmental knee arthroplasty (UKA) patients completed a survey. A structural equation modeling (SEM) approach was utilized to analyze the relationships between kinesiophobia and influencing factors (social support, pain resilience, and rehabilitation self-efficacy). Furthermore, multi-group SEM analysis was conducted to examine whether the model equally fitted patients in different types of knee arthroplasty. ResultsThe direct negative effects of rehabilitation self-efficacy (β = −0.535) and pain resilience (β = −0.293) on kinesiophobia were observed. The mediating effect (β = −0.183) of pain resilience and rehabilitation self-efficacy between social support and kinesiophobia was also significant. The SEM model achieved an acceptable model fit (χ2 = 35.656, RMSEA = 0.031, χ2/df = 1.230, GFI = 0.972, NFI = 0.982, IFI = 0.997, CFI = 0.996). In multicohort analysis, no significant differences were observed among knee arthroplasties (TKA, UKA) (Δχ2 = 4.213, p = 0.648). ConclusionsSatisfactory social support enhances pain resilience and rehabilitation self-efficacy, so as to reduce kinesiophobia. Future interventions that directly target the assessment and management of kinesiophobia, available social support may help reduce kinesiophobia, and pain resilience and rehabilitation self-efficacy may be critical factors in managing kinesiophobia. Relevance to Clinical PracticeReducing kinesiophobia in knee arthroplasty patients requires satisfactory social support, pain resilience, and rehabilitation self-efficacy. Therefore, healthcare organizations may implement initiatives to reduce kinesiophobia by taking these factors into account.

Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices

High-quality, equitable, and inclusive education is essential for both individual and societal advancement. Educators play a crucial role in enhancing educational standards through effective pedagogical practices. This study investigates the influence of learning theories on educators' pedagogical strategies. A survey was conducted with 1845 educators from various educational levels in Brunei Darussalam. While educators demonstrated an understanding of behaviorism and cognitive theories, the results revealed a pronounced preference for constructivism. This approach allows educators to relate prior learning experiences, foster collaborative engagement, and provide constructive feedback. Furthermore, the results indicated that demographic factors, including gender, age, subject area, and administrative duties, affected educators’ pedagogical beliefs. The results emphasize the need for tailored, inclusive, and subject-specific professional development for educators to improve educational standards and promote inclusivity.