Cognitive Theory Research Articles

Perception of Violence in Multimodal Text: Cross-Disciplinary Approach

The article deals with the linguistic and psychological concepts explaining the perception of multimodal texts that imply information about violence. The importance of the subject is verified by the task of countering the spread of ideologies of violence, extremism, and terrorism in Internet communication. The multimodal text is considered a popular means of propagating radical ideas relating to incitement to social discord. The absence of complex models explaining the transmission of violence through multimodal texts is observed. It is shown that linguistic and psychological concepts can be relevant resources for building such a model. The purpose of the article is to generalize concepts in the form of intra- and extralinguistic factors that determine the perception of information about violence in a multimodal text. The generalization of cognitive linguistic theories into the group of intralinguistic factors is complemented by the conclusion that the semantic structure of a multimodal text is formed by visual, sign, and verbal coding systems; the perception of information about violence is determined by the typicality of linguistic means and the presence of logical and semantic links between the elements of a multimodal text. The conclusion is made about the influence of aggressiveness, personal attitude toward violence, and the experience of using violence on the perception of multimodal information about violence by the reader. The article may be interesting to linguists, psychologists, and a wide range of researchers in the field of humanities and humanities-related social sciences.

Relationship between Socioeconomic Status and Pro-Environmental Behavior: The Role of Efficacy Beliefs

Efficacy beliefs are important determinants of human behavior. In the context of social cognitive theory, the perception of collective efficacy is closely related to the individual perception of self-efficacy, which is influenced by socio-structural factors such as socioeconomic status (SES). Surprisingly, the relationship between these variables has received little attention in the literature on environmental issues. Within the framework of social cognitive theory, the aim of this study was to investigate whether SES has a direct effect on pro-environmental behavior and whether it has an indirect effect via perceptions of self-efficacy and collective efficacy, in relation to climate change mitigation behavior. An online cross-sectional study was conducted using a quota sample of 1075 participants (51.9% women) aged 18–79 years. Participants reported their SES using objective and subjective measures, perceptions of their own and collective efficacy in mitigating climate change, and the frequency of their pro-environmental behaviors. Structural equation modeling revealed that the model with serial mediation effects of self-efficacy and collective efficacy between SES (both objective and subjective) and pro-environmental behaviors showed a good model fit. As expected, both objective and subjective SES had no direct effect on pro-environmental behavior. Surprisingly, neither objective nor subjective SES had an indirect effect (via efficacy beliefs) on pro-environmental behavior. However, both self-efficacy and collective efficacy were associated with pro-environmental behavior. These findings have practical implications for the development of strategies aimed at enhancing pro-environmental behavior.

Pornography Addiction Issue: A Counselor's Experience in Handling Interventions Using Islamic Cognitive Behavioural Theory (I-CBT)

Pornography Addiction Issue: A Counselor's Experience in Handling Interventions Using Islamic Cognitive Behavioural Theory (I-CBT)

Impact of the Double-Reduction Policy on Middle School Students Study

This study explores the impact of the Double-Reduction Policy on middle school students' study habits, academic performance, and overall wellbeing. The policy aims to reduce academic stress by decreasing homework load and classroom hours. Through this research, we examine the diverse effects that this policy has on students' perceptions and experiences. The majority of students see the policy favourably; they report lower levels of stress, better sleep habits, and more free time for extracurricular activities. However, concerns about a perceived lack of readiness for future academic activities as well as a decreased academic challenge and falling enthusiasm are voiced, especially among high achievers. With an emphasis on the function of observational learning, self-efficacy beliefs, modeling actions, and the dynamic interaction of personal and environmental elements, social cognitive theory provides a theoretical framework to comprehend the observed behaviors and results. This research highlights the necessity for balanced policies that promote well-being while retaining academic rigor as well as the need of taking into account individual variances in students' reactions to policy changes. These findings hold significant implications for teachers and policymakers. It highlights the need of educational policy that takes into account the varied life experiences of students in order to improve their health and success in school. More study is required to figure out how these policies will play out in the long run and what elements will have the most impact on individual outlooks and experiences.

Enhancing Learning of 3D Model Unwrapping through Virtual Reality Serious Game: Design and Usability Validation

Given the difficulty of explaining the unwrapping process through traditional teaching methodologies, this article presents the design, development, and validation of an immersive Virtual Reality (VR) serious game, named Unwrap 3D Virtual: Ready (UVR), aimed at facilitating the learning of unwrapping 3D models. The game incorporates animations to aid users in understanding the unwrapping process, following Mayer’s Cognitive Theory of Multimedia Learning and Gamification principles. Structured into four levels of increasing complexity, users progress through different aspects of 3D model unwrapping, with the final level allowing for result review. A sample of 53 students with experience in 3D modeling was categorized based on device (PC or VR) and previous experience (XP) in VR, resulting in Low-XP, Mid-XP, and High-XP groups. Hierarchical clustering identified three clusters, reflecting varied user behaviors. Results from surveys assessing game experience, presence, and satisfaction show higher immersion reported by VR users despite greater satisfaction being observed in the PC group due to a bug in the VR version. Novice users exhibited higher satisfaction, which was attributed to the novelty effect, while experienced users demonstrated greater control and proficiency.

Mathematical Software: A Panacea for Improving Senior Secondary School Students’ Retention in Geometrical Constructions

When attempting to address the persistently poor performance of students in mathematics, researchers have typically examined factors such as retention to identify long-term solutions. The objective of this study was to improve the retention of senior secondary school students in geometrical constructions through mathematical software. Despite the many benefits of geometry to both the learner and society, the performance of the students continued to be abysmal. Could it be that the students do not retain what they learn? The research was conducted in Benue State, Nigeria, and was based on John Sweller’s cognitive load theory of multimedia. The study’s design utilised a non-randomised, quasi-experimental control group with a sample size of 457 students. Three objectives, research questions and research hypotheses led the study, with the Geometrical Construction Achievement Test and the Geometrical Construction Retention Test as the instruments for data collection. The mean and standard deviation of descriptive statistics were used to analyse the data that was gathered. The research reveals that retention was higher in the experimental group (Mean = 65.88) than in the control group (Mean = 51.87). The study found a statistically significant improvement in retention (p ˂ 0.05). No gender variations were found when the students were taught with mathematical software. Mathematics teachers’ utilisation of mathematical software as a strategy for teaching geometrical constructions among senior secondary school students was recommended.

Artificial neural networks for model identification and parameter estimation in computational cognitive models.

Computational cognitive models have been used extensively to formalize cognitive processes. Model parameters offer a simple way to quantify individual differences in how humans process information. Similarly, model comparison allows researchers to identify which theories, embedded in different models, provide the best accounts of the data. Cognitive modeling uses statistical tools to quantitatively relate models to data that often rely on computing/estimating the likelihood of the data under the model. However, this likelihood is computationally intractable for a substantial number of models. These relevant models may embody reasonable theories of cognition, but are often under-explored due to the limited range of tools available to relate them to data. We contribute to filling this gap in a simple way using artificial neural networks (ANNs) to map data directly onto model identity and parameters, bypassing the likelihood estimation. We test our instantiation of an ANN as a cognitive model fitting tool on classes of cognitive models with strong inter-trial dependencies (such as reinforcement learning models), which offer unique challenges to most methods. We show that we can adequately perform both parameter estimation and model identification using our ANN approach, including for models that cannot be fit using traditional likelihood-based methods. We further discuss our work in the context of the ongoing research leveraging simulation-based approaches to parameter estimation and model identification, and how these approaches broaden the class of cognitive models researchers can quantitatively investigate.

Learners’ preferred L2 vocabulary learning modalities

Under the framework of the cognitive theory of multimedia learning, this study examined how four modalities (iconic gestures, beat gestures, no gesture, audio) and learner modality preferences affect L2 vocabulary learning coupled with their relation to language aptitude. Sixty native or bilingual Japanese speakers watched video clips of sixty Spanish words under the above-mentioned four conditions six times. Their retention rate was measured immediately following the learning phase and after two weeks. The primary findings were (a) modalities had no relationship with the test scores; (b) learners preferred iconic gestures most; (c) modality preferences had a strong relationship to test scores; (d) the scores of their most preferred modality were significantly higher than those of other less-preferred modalities, and (e) the language aptitude score was correlated with modalities but not with modality preferences. This study suggests that learners may learn L2 vocabulary most efficiently when the modality matches their preferences.

The effect of virtual tourism experience on tourist responses: the lens from cognitive appraisal theory

ABSTRACT Virtual reality (VR) can enhance a tourist’s travel experience and the effectiveness of destination marketing. Drawing on cognitive appraisal theory, this study developed a theoretical framework that examined VR tourism interaction, immersion, sense of presence in relation to pleasure and arousal, and the effect of these emotional responses on behavioral intention. Our results showed that VR interactivity, immersion, and sense of presence influence users’ emotional responses, however, the interactive experience has no positive effect on arousal, and arousal has no positive effect on behavioral intention. Our study contributes to the development of cognitive appraisal theory and suggests valuable practical recommendations for tourism marketing managers.

A Social Cognitive Career Theory Study of Agricultural Mechanical Trade Workers

Attracting and retaining skilled workers in agriculture is a global problem. Shortages of essential workers disrupt supplies of goods and services from the point of production on farms through manufacturing, transport, to ultimate consumption. The global pandemic’s effect on food supply was a salutary lesson in the effects of a diminished agricultural workforce. Agricultural mechanics are vital to productivity. The present research used the social cognitive career theory to explore agricultural mechanics’ careers. An exploratory qualitative study deployed interviews to collect data from N = 19 mechanical trade workers. Interviews were centered on participants’ descriptions of their work regarding theoretical constructs including self-efficacy, outcome expectations, satisfaction, dispositional traits, and contextual affordances. Reflective thematic analysis of the data produced concordance with key constructs of the social cognitive career theory sufficient to justify its utility for research with this specific agricultural occupation. This research makes an important contribution to the literature of vocational psychology which can and should contribute to solving the complex problem of supporting a workforce needed for agriculture’s ongoing challenge of feeding and clothing the world’s growing population.

Impact of Narrative Structure on Reader Interpretation in South Africa

Purpose: The aim of the study was to assess the impact of narrative structure on reader interpretation in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Narrative structure profoundly influences how readers interpret a story. Linear narratives, with a clear beginning, middle, and end, tend to guide readers through a predictable trajectory, offering a sense of closure and coherence. In contrast, nonlinear structures challenge readers by presenting events out of chronological order or through multiple perspectives, inviting them to actively piece together the story's meaning. The study suggest that while linear narratives may be more accessible and easier to follow, nonlinear structures often provoke deeper engagement and critical thinking, as readers grapple with the complexities of fragmented timelines and shifting perspectives. Additionally, the emotional impact of a narrative can vary depending on its structure, with nonlinear narratives often evoking heightened suspense and intrigue. Implications to Theory, Practice and Policy: Reader-response theory, cognitive literary theory and narratology may be used to anchor future studies on assessing the impact of narrative structure on reader interpretation in South Africa. Practical recommendations involve applying research findings to inform the creation, analysis, and teaching of literature. Policy recommendations entail advocating for initiatives that promote diverse and inclusive narratives and support research in literature and reader engagement.

Influence of Character Development Techniques on Reader Engagement in Kenya

Purpose: The aim of the study was to assess the influence of character development techniques on reader engagement in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Well-developed characters tend to evoke stronger emotional responses from readers, fostering a deeper connection to the narrative. This emotional resonance can lead to increased empathy and investment in the characters' journeys. Secondly, techniques such as character arcs, internal conflicts, and growth over the course of the story contribute to a sense of realism and complexity, enhancing reader immersion. Additionally, relatable and multi-dimensional characters are more likely to captivate readers, as they can see aspects of themselves reflected in the characters' struggles and triumphs. Furthermore, the effectiveness of character development techniques varies depending on genre and target audience, highlighting the importance of tailoring strategies to fit the specific demands of the narrative. Overall, skillful implementation of character development techniques plays a crucial role in engaging readers and enhancing their overall reading experience. Implications to Theory, Practice and Policy: Social cognitive theory, schema theory and narrative transportation theory may be used to anchor future studies on assessing the influence of character development techniques on reader engagement in Kenya. Authors and storytellers can benefit from the findings of empirical studies by strategically employing character development techniques to enhance reader engagement in their narratives. While the influence of character development techniques on reader engagement primarily resides within the realm of creative expression, policymakers and educators can play a role in promoting literacy and fostering a culture of reading.

Role of Symbolism in Reader Understanding and Interpretation in Nigeria

Purpose: The aim of the study was to assess the role of symbolism in reader understanding and interpretation in Nigeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The role of symbolism in reader understanding and interpretation is profound, as symbols serve as powerful tools for conveying deeper meanings and themes within literary works. Through symbolism, authors imbue objects, characters, and events with additional layers of significance, allowing readers to engage with the text on multiple levels. Symbolism facilitates the exploration of complex ideas, emotions, and societal issues, often transcending language barriers and resonating with diverse audiences. Moreover, it encourages readers to actively participate in the interpretation process, fostering personal connections and insights that enrich their reading experiences. Consequently, the study of symbolism underscores its crucial role in shaping reader comprehension and interpretation, highlighting its capacity to evoke profound reflections on the human condition and the world around us. Implications to Theory, Practice and Policy: Reader-response theory, semiotic theory and cognitive theory of metaphor may be used to anchor future studies on assessing the role of symbolism in reader understanding and interpretation in Nigeria. Educators should implement evidence-based instructional strategies for teaching symbolism in educational settings, including guided discussion, close reading, and scaffolded instruction. Educational policymakers should consider integrating symbolism into curriculum standards and assessments to ensure that students develop symbolic literacy skills alongside other critical reading competencies.

Take the bull by the horns! The role of spiritual leadership and dark triad toward workplace incivility

PurposeWorkplace incivility has become a global issue; therefore, this study aims to investigate how spiritual leadership can help employees to overcome uncivil behaviors in the workplace. Specifically, the authors explored the mediating mechanism between spiritual leadership and workplace incivility through workplace spirituality. The authors further examined how negative personalities (i.e. Machiavellianism, psychopathy and narcissism) moderate workplace spirituality and workplace incivility.Design/methodology/approachThis study collected data from 369 employees working in the banking sector on a convenience basis. The authors applied structural equation modeling for hypotheses testing.FindingsThe authors noted that spiritual leaders help employees to reduce uncivil workplace behaviors and employees’ perception of workplace spirituality intervenes the same. The authors further identified that the negative association between workplace spirituality and workplace incivility is moderated by the dark triad (Machiavellianism, psychopathy and narcissism) such that individuals high in Machiavellianism, psychopathy and narcissism weaken this negative association.Research limitations/implicationsThe cross-sectional design may restrict causality. However, our findings not only contribute to social cognitive theory but also suggest management includes civility intervention as an essential part of organizations’ training and development.Originality/valueThis study not only highlighted the role of spiritual leadership and workplace spirituality toward workplace incivility but also shed light on how negative personalities can ignore workplace spirituality to exhibit uncivil behavior.

Foreign language proficiency, career behaviors, and turnover‐related outcomes: A social cognitive career theory perspective of host country national employees in foreign subsidiaries

AbstractWhile the majority of employees in foreign subsidiaries are host country nationals (HCNs) who use English as a second language in their work tasks, little research focuses on the impact of English proficiency on their career‐related behaviors and outcomes. This paper applies social cognitive career theory (SCCT) to link HCN employees' English proficiency to their career‐related behaviors and outcomes in two time‐lagged studies in foreign subsidiaries. Study 1 conducted with 542 HCN employees in the Philippines suggests that career environment exploration mediates the positive English proficiency–turnover intention relationship. Study 2 conducted with 493 HCN employees in Japan suggests self‐initiated headhunter contacts to mediate the positive English proficiency–voluntary turnover relationship and job embeddedness moderate the self‐initiated headhunter contact‐turnover relationship.

Gender Perspectives on Role Models: Insights from STEM Students and Professionals

AbstractQualified professionals in science, technology, engineering, and mathematics (STEM) and STEM education are in increasingly short supply globally. Role models can help increase women’s representation in STEM, both at entry and senior levels. The study objectives were to identify the characteristics of role models in STEM higher education and careers and to investigate the differences in role model characteristics between career stages and between genders. We used a mixed-methods methodology involving a questionnaire and interviews. The participants, 788 alumni and final-year undergraduate and graduate students from a STEM research university, responded to the questionnaire, and ten leading women in STEM professions were interviewed. The questionnaire results indicated that a higher proportion of women than men reported being influenced by a role model during their studies. Seven key characteristics of role models were identified from the open-ended responses and the interviews: ambitious, charismatic, empathic and encouraging, inspiring, knowledgeable, gifted, and professional. The most frequent characteristics women mentioned were empathic and encouraging. The research findings support and align with the social cognitive career theory (SCCT), demonstrating how role modeling, which is part of the environmental theme, boosts intrinsic motivation—part of the personal theme, for individuals in STEM, especially women. These processes impact women’s determination and professional performance—part of the behavioral theme. Based on our findings, to advance toward a STEM workforce characterized by greater fairness, we recommend designing and deploying structured mentoring programs and forums in STEM departments that can provide young women with more role models for success and thus with more hope for success in these fields.

Intercultural education through an online field course during the COVID-19 pandemic

ABSTRACT During the COVID-19 pandemic, many traditional field-courses for intercultural education were suspended. In response, we developed and implemented an innovative online field course that leveraged live online field experiences. Drawing from Cognitive Load Theory and Four Components Instructional Design, our aim was to create an engaging online intercultural course that addressed the challenges of remote instruction. The course focused on introducing students to field challenges in rural India, equipping them with the necessary skills for conducting online field research. Throughout the course, we employed Action Research methodologies to study and refine our approach while monitoring student’s progress towards achieving the course objectives. While physical presence in the field is valuable for certain aspects of intercultural education, we found that online field courses, supported by live virtual field visits and online fieldwork, can provide students with a meaningful intercultural experience. To manage the cognitive load experienced by students, we emphasised carefully designed and flexible course content, as well as providing close supervision and feedback.

The Role of AI Self-Efficacy in Religious Contexts in Public Sector: The Social Cognitive Theory Perspective

The Role of AI Self-Efficacy in Religious Contexts in Public Sector: The Social Cognitive Theory Perspective

The typical and atypical developing mind: a common model.

We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation.

Tourists’ risk perceptions and pro-environmental behaviour during the pandemic: the roles of environmental concern and environmental ethics reflection

ABSTRACT The COVID-19 pandemic has served as a stark reminder to humanity of the urgent need to address environmental concerns. Given the intricate links between tourism and ecological issues, whether perceived risks during the pandemic can foster pro-environmental behaviour through increased concern and reflection about environmental challenges. Drawing on social cognitive theory, this study delves into the mechanisms that shape how visitors’ risk perceptions influence their pro-environmental actions in the context of the pandemic. From an online survey, 731 valid responses were accrued. The findings reveal that tourists’ risk perceptions have a significant positive influence on environmental concern and pro-environmental behaviour, environmental concern plays a partially mediating role in the relationship between tourists’ risk perceptions and pro-environmental behaviour. And environmental ethics reflection plays a positive moderating role in that mediated relationship. Based on these findings, management implications are proposed to promote pro-environmental behaviour among tourists, and the limitations of this study and future research directions are highlighted.