Concepts Of Social Cognitive Theory Research Articles

Social cognitive theory to improve symptom appraisal and help-seeking among patients with autoimmune rheumatic diseases: A qualitative study.

Social cognitive theory (SCT) has been successfully employed to improve symptom appraisal and help-seeking among patients with various conditions but is yet to be applied in the context of autoimmune rheumatic diseases (ARDs). This study aimed to explore the applicability of SCT in and possible approaches to improving symptom appraisal and help-seeking of patients with ARDs, one of the key barriers to earlier diagnosis. Semi-structured interviews were conducted with 33 ARD patients with a prolonged pre-diagnosis interval (>3 months). We coded the transcripts deductively using SCT as the overarching framework and inductively for approaches identified from the interviews. All six main concepts of SCT (behavioral capacity, expectations, self-efficacy, observational learning, reinforcements, and reciprocal determinism) were observed in the three stages of symptom appraisal and help-seeking (detection, interpretation, and response) of patients with ARDs. While many participants reported that they were able and confident to detect their symptoms, they lacked the behavioral capacity and self-efficacy to interpret symptoms correctly, which resulted in delayed help-seeking and diagnosis. Possible approaches to address this suggested by participants (such as education of the general population) could improve behavioral capacity and self-efficacy in symptom interpretation and enhance expectations, observational learning, reinforcements, and reciprocal determinism in symptom response. Lack of behavioral capacity and self-efficacy was observed in symptom interpretation of patients with ARDs, which resulted in delayed help-seeking. Approaches could target the behavioral capacity and self-efficacy for symptom interpretation to facilitate early help-seeking and, in turn, earlier diagnosis among individuals with possible ARDs.

Self of the parent: An expanded social cognitive perspective on parent–child sexual communication

AbstractCommon theories used to study parent–child sexual communication (PCSC) often do not account for social location, trauma, and the multidimensional experience of being a parent, limiting our ability to understand PCSC behavior. To address this gap, we propose an expanded theoretical perspective based on social cognitive theory (SCT) that focuses on the relationship between self of the parent (including trauma history), PCSC behavior, and social location. With this perspective, we call attention to the SCT concepts of goals, outcome expectancies, self‐efficacy, and observational learning, directly apply them to PCSC processes, and highlight how each is related to social location (e.g., race) and trauma. We call upon PCSC researchers to explore how social location and trauma affect a wide variety of components of self of the parent, how social location and trauma affect PCSC behavior, and how social location and trauma affect the relationship between self of parent and PCSC behavior.

The Experiences of Family Caregivers of Community-Dwelling Older Adults with Dementia in Providing Daily Oral Care

Individuals with dementia increasingly rely on caregivers for daily oral care over time. This study explored the experience of family caregivers of community-dwelling individuals with dementia in providing oral care and their interest in caregiver oral education using the concepts of Social Cognitive Theory. Twenty-three caregivers ages 19-80 participated in a semi-structured qualitative interview that also included a structured questionnaire. Majority of caregivers were female (83%) with an average age of 56 years; 29% were spouses. Fifty-four percent of care recipients had natural teeth only, 42% had teeth and dentures, and 4% had dentures only. Caregivers were generally knowledgeable about the importance of oral health, but some expressed a lack of knowledge in how to perform oral care for others. Caregivers reported high levels of outcome expectation, agreeing that providing oral care would improve care recipient’s oral health. Caregivers expressed mixed levels of self-efficacy; many cited reduced self-efficacy due to resistance or refusal of care. Quantitative data showed that higher confidence in knowledge and oral care skills was associated with greater confidence in providing oral care (r=0.726, p<0.001). Intent to participate in a caregiver oral health education program was associated with positive outcome expectations (r=0.73, p=0.007) and desire to learn the signs and symptoms of mouth pain and infection (r=0.72, p=0.009). Increasing family caregiver’s oral health knowledge and skills, outcome expectations, and self-efficacy to provide care may help improve the oral health of persons with dementia. Additional qualitative and quantitative data and implications for practice will be presented.

Yüksek Din Öğretimi Öğrencilerinin Öğrenme İklimi Algılarının Akademik Özyeterlik ve Akademik Başarıyla İlişkisi Üzerine Bir Araştırma

Bilgi çağı olarak nitelendirilen günümüzde, bilginin üretildiği, eğitim-öğretim faaliyetlerinin yapıldığı, öğrenimin gerçekleştiği okullardan, bu çağın gereklerine uygun, özgüveni yüksek bir öğrenci profili yetiştirmesi beklenmektedir. Bu konuda öğrenme iklimi önemlidir. İklim alan yazınında örgüt iklimi ve okul iklimi yerine kullanılan yeni bileşenlerden biri olan, öğrenme yetisini ilgilendiren her türlü faktörü içeren öğrenme iklimi; insan unsurları, öğrenmenin gerçekleştiği sanal ve gerçek mekân özellikleri başta olmak üzere pek çok boyutlarıyla ele alınmakta, öğrenme iklimini ölçmeye yönelik geliştirilen araçlarla ölçümler yapılmaktadır. Elde edilen veriler iyileştirme çalışmalarına kaynaklık etmektedir. Çalışmamızda okul öğrenme iklimi okula bağlılık, öğrenme ortamı, iletişim boyutlarıyla ele alınmıştır. Sosyal Bilişsel Kuramın temel kavramlarından özyeterliğin bir türü olarak, öğrencilerin akademik çalışma gerektiren konularda kendilerine olan öz güvenlerini ifade eden, bu kapsamda öğrenebilmek için bireyin etkili biliş stratejilerini kullanabilme, öğrenme çevrelerini ve öğrenme zamanlarını etkili bir şekilde yönetebilme ve kendi performansını etkili bir şekilde düzenleyebilmesi şeklinde de açıklanabilen akademik özyeterlik, araştırmacılarca farklı boyutlarla ele alınmakta, farklı ölçeklerle ölçümler yapılmaktadır. Çalışmamızda, akademik özyeterlik, bilişsel, sosyal ve teknik boyutlarda ele alınmıştır. İnsanı hayatın akışı içerisinde güçlü kılan asıl unsurlar kendine güven, eleştirel bakış, sosyal ilişkilerde başarı, herhangi bir sportif sanatsal ya da kültürel alana ilgi gibi temel beceriler, öğrencilerin okul ikliminden kazandıklarıyla mümkündür. Bu durumda, okulda iyi bir rüzgâr estirebilmenin, yaşanılası ve sevilesi bir hava oluşturabilmenin, özgün ve eleştirel bir zemine oturabilmenin ancak olumlu ve sürdürülebilir bir okul iklimiyle mümkün olduğunu söyleyebiliriz. Akademik özyeterliği olumlu besleyen okul iklimi, iklimin etkilediği insan unsurlarının başarısını da beraberinde getirecektir. Pozitif okul iklimi güçlü akademik özyeterlik akademik başarının da en büyük araçları haline gelecektir. Öğrenme iklimini ölçmek, okullardaki kişilerarası ilişkiler, rol modeller, beklentileri vb. boyutlarıyla hayatın kalitesini aynı zamanda öğrencilerin başarısını ve memnuniyetini anlamaya yardımcı olabilmektedir. Bu çalışmanın amacı, yüksek din öğrenim gören öğrencilerin öğrenme iklimi algıları ile akademik özyeterlik ve akademik başarıları arasındaki ilişkiyi incelemektir. Bu çerçevede dört temel araştırma sorusu cevaplanmaya çalışılmıştır: (i) Yüksek din öğrenimi öğrencilerinin öğrenme iklimi ve akademik özyeterlik algıları ne düzeydedir? (ii) Yüksek din öğrenimi öğrencilerinin öğrenme iklimi ve akademik özyeterlik algıları arasında anlamlı ilişki var mıdır? (iii) Yüksek din öğrenimi öğrencilerinin yaş, öğrenme iklimi ve akademik özyeterlik inançları akademik başarılarının anlamlı yordayıcısı mıdır? (iv) Yüksek din öğrenimi öğrencilerinin öğrenme iklimine dair olumsuz algılarına ilişkin görüşleri nelerdir? Karma yöntem ve yakınsak paralel araştırma deseni ile desenlenen araştırmada çeşitleme stratejisi kullanılmıştır. Araştırmada, Türkiye'de devlet üniversiteleri bünyesindeki muhtelif İlahiyat ve İslami İlimler Fakültelerinde yüksek din öğrenimi gören, altı fakülteden, nicel bölümde 1147 öğrenciye Owen ve Froman tarafından geliştirilen, Ekici tarafından Türkçe’ye uyarlaması yapılan Akademik Özyeterlik Ölçeği ve Terzi tarafından geliştirilen, Üniversite Öğrencilerine Yönelik Okul İklimi Ölçeği uygulanırken, nitel bölümde ise aynı fakültelerden 18 öğrenciye görüşme formu doldurtulmuştur. 2019 Mayıs ayında gerçekleştirilen araştırma sonrası elde edilen nicel veri setine normallik testi uygulanmış, verilerin analizinde; Bağımsız Gruplar t Testi, Mann Whitney U Testi, Levene testi, Tek Yönlü Varyans Analizi (ANOVA), Scheffe Testi, Kruskal Wallis H Testi, Pearson product-Moment Korelasyonu, Polyserial Korelasyonu ve Yol Analizi yapılmıştır. Nitel veriler betimsel analizle çözümlenmiştir. Araştırma sonuçlarına göre, yüksek din öğrenimi öğrencilerinin öğrenme iklimi algıları olumsuz çıkmıştır. Yüksek din öğrenimi öğrencilerinin genel olarak Akademik Özyeterlik algıları da olumsuz çıkmıştır. Okul İklimi Ölçeğinin genel ortalaması ile Akademik Özyeterlik Algısı Ölçeğinin genel ortalaması arasında korelasyon orta düzeydedir. Araştırma sonucuna göre elde edilen bulgular alanyazın eşliğinde tartışılmış ve yorumlar sonrası yüksek din öğretiminde pozitif bir öğrenme iklimini sağlayacağı, yüksek din öğretimi öğrencilerinin akademik özyeterliklerini güçlendireceği ve akademik başarılarını artıracağı düşünülen çeşitli çözüm önerileri sunulmuştur.

Behavior Changes in Paulo Coelho Veronika Decides to Die: A Psychological Approach

This research entitled “Behavior Changes in Paulo Coelho’s Veronika Decides to Die: A Psychological Approach”. The purpose of this study is to analyze the personality of the main character presented in the novel. In addition, the aim of this research is to reveal the main character’s environments contribute to the character’s motivation to life. This novel conducted the struggle from Veronika as the main character for finding her motivation to life.This study used qualitative research; descriptive qualitative methods are used to analyze data. This study used three main concepts of social cognitive theory by Albert Bandura (1986), there are reciprocal determinism, therapy, and dysfunction behavior/depression. This study also applied the theory of social cognitive theory in the book entitled The Theory of Personality by Jess Feist as a tool to analyze the personality of the main character also the main character’s environments contribute to the character’s motivation to life in the novel Veronika Decides to Die by Paulo Coelho.In this study, the researcher found two main results. First, this study indicated personality of Veronika as the main character in the novel Veronika Decides to Die based on the social cognitive theory concept that is dysfunction behavior. Based on concept of dysfunction behavior, it shows that Veronika is an introvert person, fainthearted, and suffering from depression. Second, this study discovered the main character’s environments contribute to the character’s motivation to life based on the social cognitive concepts, they are reciprocal determinism and therapy. Based on that theoretical concept, it shows that Veronika’s environment really helps her to find her motivation to life. They are Mari, Zedka, and Edward.Keyword: Motivation to life, Dysfunction Behavior, Reciprocal Determinism and Therapy

Social Cognitive Theory and Medical Education: How Social Interactions Can Inform Learning

The structures and processes of medical education have changed little since the publication of Flexner’s report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

Examining Whether the Social Cognitive Theory Concepts Predict Childhood Obesity Prevention Outcome Expectations.

The social cognitive theory (SCT) has been used to explain and promote childhood obesity prevention behaviors. We examined whether the SCT concepts predicted outcome expectations of childhood obesity among the children of African American caregivers. Caregivers (n = 128) completed the childhood obesity perceptions paper-based survey. A multiple linear regression was conducted to determine the direct effects of moral disengagement, environment, self-efficacy, and behavioral capability on outcome expectations (p < .05). A mediation analysis using a bootstrapping bias correction method was used to test whether self-efficacy and behavioral capability mediated the effect of moral disengagement and environment on outcome expectations. Caregivers reported high levels of moral disengagement (M = 4.13; standard deviation [SD] = 0.70) and self-efficacy (M = 4.26; SD = 0.64) and moderate levels of behavioral capability (M = 2.83; SD = 0.75) and environment (M = 2.92; SD = 0.74). Findings indicated the hypothesized relationships in the SCT were not fully supported. In addition, the indirect effects of environment on outcome expectations were not statistically significantly mediated by behavioral capability. This research warrants more attention in testing the SCT concepts for the development of childhood obesity prevention efforts that prioritize African American families in rural communities.

Who Needs Entrepreneurial Role Models? Driving Forces of Students’ Cyber-Entrepreneurial Career Intention

Cyber-entrepreneurship has become an important topic of debate in academia primarily because of an increasingly competitive nature of E-commerce industry and internet. Since cyber-entrepreneurial career-decision encompasses higher degree of personal risks and commitments among those aspiring to become ‘cyber-entrepreneurs’, there is need for in-depth understanding on the driving factors that influencing Cyber-entrepreneurial intentions. By integrating the concepts of social cognitive theory and goal-setting theory, the current research aims to explore the effects of Cyber-entrepreneurial self-efficacy (CESE) and goal commitment (GC) on Cyber-entrepreneurial intentions (CEIs) in the context of undergraduate entrepreneurship education, and inquires whether the presence of entrepreneurial role models (ERMs) has any effect on the CEIs among undergraduates. Structural equation modeling and multi-group analysis were used to analyze the data collected from 279 undergraduate students from several universities in Taiwan—among which 146 were with entrepreneurial role models and 143 were without. The results showed that GC has a partial mediation effect between CESE and CEI only in the cases of students without ERMs. Multi-sample SEM revealed a significant difference between the effects of CESE on CEI in students with and without ERMs. These findings may have important theoretical and practical implications to students undertaking entrepreneurship degrees and those making leap-decisions to enter the cyber-entrepreneurial field.

Applications and applicability of Social Cognitive Theory in information science research

Social Cognitive Theory is a theory that derives from Psychology yet has been adopted in other interdisciplinary subject areas, including information science. The origins and key concepts of Social Cognitive Theory are presented, and the value of its contributions to information science research analysed, with particular reference to research into information-seeking behaviour and use and knowledge sharing. Prior applications of Social Cognitive Theory in information science research are related to a study of employee-led workplace learning and innovative work behaviour that has been designed to create new insight on: (1) workplace information literacy; (2) knowledge management; and (3) the relationship between information behaviours and innovation processes. It is anticipated that this research will also extend understandings of Social Cognitive Theory as a valuable tool for theory development across a range of domains that focus on learning processes.

Development of a Healthy Lifestyle Mobile App for Overweight Pregnant Women: Qualitative Study.

BackgroundMobile apps are becoming an increasingly ubiquitous platform for delivery of health behavior interventions among overweight and obese perinatal women. However, only a few methodological guidelines on integrating theory, evidence, and qualitative research for their designs are available.ObjectiveThe aim of this study was to develop a theory-based, evidence-driven, and user-centered healthy lifestyle app targeting overweight and obese multiethnic pregnant women.MethodsThis paper illustrates how intervention development may be enriched with theoretical basis, systematic review, and qualitative study. An individual face-to-face interview was performed to incorporate the user’s involvement in the design. These interviews were audiotaped and transcribed. Thematic analysis technique was used for emerging themes.ResultsIntegrated concepts of social cognitive theory of self-regulation, self-regulation model, and strength model of self-control were selected as bases of the intervention. Evidence from our systematic review and meta-analysis provided the strongest evidence for the development of intervention. We invited 16 obese or overweight pregnant women to participate in a semistructured interview . The following key themes emerged: content, platform, interactivity, format, and functionality. Apps are a favorable technology platform for healthy diet advice, appropriate physical exercise, and weight management because they are user-friendly and convenient. The app used in this study contains culture-specific, pregnancy-related, and credible contents, including educational, professional and peer support, and self-monitoring domains. The design should include aesthetic appeal, visualized features, and interactive multimedia.ConclusionsA 3-step process integrating theoretical basis, evidence from systematic review, and research findings from target users can be considered a guide for future app development.

Relationship of Social Cognitive Theory Concepts to Dietary Habits of Pregnant Women.

Background:Nutrition during pregnancy is undoubtedly one of the most important factors affecting maternal health. In this regard, considering the cognitive-behavioral factors associated with feeding, behaviors will play an important role in the effectiveness of interventions. Therefore, this study aimed to investigate the correlation between food habits and structures of social cognitive theory in pregnant women.Materials and Methods:In this cross-sectional study, 192 pregnant women were randomly selected. Data were collected using a questionnaire based on the social cognitive theory structures and food habits questionnaire in the questioning manner and was also analyzed using Pearson correlation and multiple linear regression with the software Statistical Package for the Social Sciences, version 19.Results:There was a significant correlation between nutritional behavior with self-regulation (p = 0.001), self-efficacy (p = 0.001), outcome expectations (p = 0.001), social support (p = 0.002), and access (p = 0.001). A significant correlation was observed between lack of consumption of unnecessary and unhelpful food with self-regulation (p = 0.02). In the multivariable regression analysis, only self-regulation revealed significant and direct contribution in relation to nutritional behavior (p < 0.001).Conclusions:Results of this study showed that self-regulation is one of the important factors associated with feeding behavior in pregnant women so that it is suggested to be considered in nutritional interventions in order to improve nutritional behavior.

Use of Social Cognitive Theory to Assess Salient Clinical Research in Chronic Disease Self-Management for Older Adults: An Integrative Review

The purpose of this integrative review is to evaluate research pertaining to self-management programs for older adults with chronic diseases using Albert Bandura’s Social Cognitive Theory (SCT) for behavior change. The focus is application of the SCT domains to self-management programs. The exploration of the current chronic disease self-management research provides an understanding of the Social Cognitive Theory concepts studied in interventional self-management research. The integrative review explicated two areas related to the theory in need of further research. First, social support has not been thoroughly explored as a mechanism for enhancing self-management interventions. Second, moral disengagement was not identified as a focus within chronic disease research raising the question about the impact of moral disengagement on long-term adherence and behavior change.

Internet y conducta sexual de riesgo para VIH/SIDA en jóvenes

Objetivo: Determinar si el uso de material sexual en línea influye en la conducta sexual de riesgo para VIH/SIDA en los jóvenes universitarios. Se utilizaron conceptos de la Teoría Cognitiva Social.&lt;br /&gt;Método: Diseño descriptivo correlacional, participaron 200 jóvenes universitarios, seleccionados por muestreo aleatorio sistemático (k = 11).&lt;br /&gt;Resultados: Los jóvenes que usaron material sexual en línea en medios ricos para masturbarse (rs = .34), excitarse (rs = .29), estimularse (rs = .29), buscar una aventura (rs = .30), conocer gente (rs = .27), imágenes (rs = .14) y cibersexo (rs = .25) mostraron mayor conducta sexual de riesgo para VIH/SIDA (p &amp;lt; .01). El uso de material sexual en línea para masturbarse (R2 = 6.4%, F [1,189] = 12.80, p &amp;lt; .001), buscar una aventura (R2 = 4.8%, F [1,189] = 9.56, p &amp;lt; .01), conocer gente (R2 = 5.9%, F [1,189] = 11.88, p &amp;lt; .01) y tener cibersexo (R2 = 4.1%, F [1,189] = 8.07, p &amp;lt; .01) presentó un efecto positivo y significativo en la conducta sexual de riesgo para VIH/SIDA.&lt;br /&gt;Conclusiones: El uso de material sexual en línea influye en la conducta sexual de riesgo para VIH/SIDA.&lt;br /&gt;&lt;br /&gt;

Fruit and Vegetable (FV) Guide Development for Parents of Preschoolers: Qualitative Analysis

FV have many benefits, yet intakes continue to fall short of recommendations. Thus, a guide promoting FV intake and availability in the home was developed using social cognitive theory concepts and motivational interviewing techniques. Parents of preschoolers (n=216) were surveyed to determine current FV intake; 18 participated in the 1st round of cognitive test interviews conducted by trained researchers and 19 participated in the 2nd round to determine guide comprehension, aspects perceived as useful and needed improvements. Two‐thirds of surveyed parents ate &gt;2 fruits 蠅5 days/week; ~half ate &gt;2 vegetables &gt;5 days/week. Qualitative content analysis of round 1 revealed that Spanish (n=10) and English speakers (n=8) understood content, felt the information was useful, especially sections on FV benefits, reflective questions, observational learning and tips for increasing intake. English‐speakers suggested shortening the guide, reducing repetition, and clarifying portion size information. Spanish‐speakers expressed concern about cost of increasing FV intake, were confused about benefits of canned FV, and requested recipes and ideas to make FV more appealing. The guide was revised using Round 1 results, formatted as a mini‐magazine then underwent a 2nd round of cognitive testing. Spanish (n=10) and English (n=9) parents expressed satisfaction. Spanish speakers were motivated by content about the nutrition of FV whereas English speakers were motivated by tips given by other parents. The guide was well‐received; parents expressed great interest in the content, felt the guide was easily understood and beneficial, with minor suggestions for improvement. The refined FV guide has the potential to increase FV intake in families with preschoolers. USDA NIFA #2011‐68001‐30170

Predictors of Sustainable Consumption among Young Educated Consumers in Hong Kong

ABSTRACTSustainable consumption encompasses purchases that are intrinsically green, fairly traded products from a developing country, products that are organically grown, products that are against animal testing, and so forth. As such, the choice of sustainable consumption reflects/conveys not only purchase preference or activity but also a larger representation about choice and voice of values and lifestyles. No studies have so far examined sustainable consumption among Hong Kong consumers. The present article therefore pioneers in investigating what factors predict young educated consumers to engage in sustainable consumption in Hong Kong. Incorporating the concepts of social cognitive theory and reciprocal determinism, this article aims to illustrate the dynamic nature of sustainable consumption and to provide a more nuanced view of behavioral change. Using a sample of 801 young educated consumers, a survey has been developed and administered. Hierarchical regression analyses indicate that six factors predict Hong Kong young educated consumers’ sustainable consumption behavior in the following descending order: supportive behaviors for environmental organizations, attitude toward sustainable development efforts, parental influence, recycling behavior, peer influence, and environmental concern. The author then proposes a model that depicts the flow of influence of the top three predictors on sustainable consumption behavior. Path analysis confirms that the paths first go from supportive behaviors for environmental organizations to parental influence, which in turn facilitates attitude toward sustainable development efforts. The author concludes by outlining theoretical and practical implications for international sustainable consumption.

What Drives a Successful Web-based Language Learning Environment? An Empirical Investigation of the Critical Factors Influencing College Students’ Learning Satisfaction

With a great potential for enriching and vivifying all kinds of educational applications, web-based instruction is becoming a progressively more impressive apparatus for language learning resource delivering around the world. In this study, a web- based language learning (WBLL) system was employed to support college students’ English as foreign language (EFL) learning. Based on the concepts of social cognitive theory (SCT), this study proposes a conceptual model that examines the determinants of college students’ learning satisfaction in a web-based language learning environment. The model is validated using a cross-sectional survey of 306 college students. The partial least squares (PLS) method was applied to validate the measurement properties and proposed hypotheses. The empirical findings demonstrate that college students show positive incline towards the use of the web-based language learning system for EFL courses and signify a possible benefit from its use in the long run. The results can provide insight into those factors that are likely significant antecedents for planning and implementing a web-based language learning system to enhance student learning satisfaction.

Relationship of social cognitive theory concepts to mothers' dietary intake and BMI.

Women tend to have the greatest responsibility for and influence on the home food environment. Understanding theoretical concepts as they pertain to mothers' food-related behaviours could inform the development of interventions that enhance mothers' ability to create healthy family food environments that support optimal child development and help attenuate obesity rates. Likert scales assessed Social Cognitive Theory concepts [i.e. self-efficacy, self-regulation (sets goals, self-reward, self-monitoring, environmental structuring), outcome expectations] and coping of 201 mothers in the context food-related activities. ANOVA determined whether diet and BMI differed among mothers scoring in the highest, middle, and lowest tertiles on the Likert scales. For self-efficacy, coping, sets goals, and outcome expectations scales, lowest tertile mothers had significantly higher BMIs than highest tertile mothers. The lowest tertile for self-efficacy, self-reward, and self-monitoring consumed significantly less fibre, vitamin C, magnesium, potassium, and fruit and vegetables than upper tertiles. On the self-efficacy scale, the lowest tertile consumed significantly more calories, fat, and cholesterol than higher tertiles. Environmental structuring scale findings indicate users of television during dinner had significantly lower intakes of fibre, vitamin C, magnesium, potassium, and fruits and vegetables than those almost never using TV during dinner. Stepwise regression revealed self-monitoring, environmental structuring, self-reward, and outcome expectations were significant positive predictors of self-efficacy. Self-monitoring was a significant positive predictor of outcome expectations. Associations between theoretical concepts, mothers' dietary intakes, and BMIs point to the need to incorporate components that build self-efficacy, self-regulation, outcome expectations, and coping skills into health promotion interventions.

Vicarious intergroup contact effects

This contribution examines the role of vicarious contact (observing in-group members having successful cross-group contact) as a tool to improve intergroup relations. Expanding previous research on indirect intergroup contact, vicarious contact (1) integrates and applies concepts of social-cognitive theory ( Bandura, 1986 ) to the field of intergroup contact research; (2) broadens the study of indirect contact effects to the observation of successful cross-group interactions; and (3) proposes to increase people’s intention for direct cross-group contact. Two video-based experiments indicate that vicarious contact improves attitudes towards the out-group and increases participants’ willingness to engage in direct cross-group contact. These studies provide evidence that the relation between vicarious contact and intergroup attitudes (and willingness to engage in direct contact) is sequentially mediated by self-efficacy expectancy and perceived intergroup uncertainty. Implications of these findings for further research on the (indirect) contact hypothesis and their application will be discussed.

Social Cognitive Theory Concepts Predict Mothers' Dietary Intake and BMI

Social Cognitive Theory Concepts Predict Mothers' Dietary Intake and BMI