Social Cognitive Framework Research Articles

Monitoring the effect of motivation on mastering knowledge and skills in distance learning systems

This paper describes how motivational processes affect students from the point of view of acquiring knowledge and skills, transfering them and using them in distance learning systems. Research in the social-cognitive framework illustrates the flexibility of the system and adequate adjustment of motivational patterns. A model of motivational processes, based on research, is presented as a function of learning objectives. The didactic-methodical approach to teaching was changed and adapted parallelly with monitoring the impact of the motivational factor on cognitive task performance and on students' responses, i.e. with the motivational factor influence on the success or failure of the cognitive outcome and the learning process quality. This work investigated the influence of specific knowledge areas and the interests of students on understanding professional or scientific lectures. The implications in practice and interventions done through the design of software of distance learning systems were aimed at correcting the educational process. Two forms of prior knowledge (expert knowledge and general thematic knowledge) were checked at the start as entrance tests and a preparatory course. After problem solving, a feedback analysis was carried out to determine the effects of prior professional knowledge, general thematic knowledge and interests on understanding and solving problems. The analysis of the results showed that for solving professional and technical tasks, prior knowledge of the domain, general thematic knowledge and interests were significant predictors of understanding and success.

Parent Work Conditions and Adolescent Core Self-Evaluations: Examining the Effects of Work Resource Drain and Parent Gender

Using resource drain and social cognitive theory frameworks, this study investigates the process through which parent time and energy resource drain relates to adolescent core self-evaluation. Parent–child interactive and routine activities and parental social support are tested as mediators. Data are reported by mothers, fathers, and adolescent children in 151 middle-class, dual-earner families from the 500 Family Study. Hypotheses are tested using path analysis and moderated mediation. Parent work hours negatively relate to adolescent reports of received social support, partially due to decreased time spent engaged in parent–child interactive activities. Fathers’ work hours indirectly relate to adolescent core self-evaluations through parent–child interactive activities and social support from fathers; this indirect relationship was not found for mothers. Exploratory analyses examined differences by parent and child gender. Fathers’ work hours are more likely to detract from parent–child routine activities relative to mothers’ work hours. The relationship between father work hours and parent–child interactive activities is buffered for sons compared to daughters. Results help to explain why parent work-related resource drain relates to adolescent core self-evaluations. Parent gender, type of resource drain, and type of activity are identified as potential boundary conditions. Interactive activities and social support are key mediators warranting attention. Social cognitive theory is used as a framework for linking parent work-related resource drain and child outcomes. Mechanisms are identified that explain adolescent core self-evaluations development. Use of multisource data helps to mitigate problems with single-source data used in previous studies.

A Social-Cognitive Exploration of the Career and College Understanding of Young Adults with Intellectual Disabilities

Students with intellectual disabilities (ID) are less likely to continue their education or become employed after high school. Although transition services are provided, little is known about students’ understanding of their post-high school options. Using a social cognitive framework, the authors interviewed students with ID to determine their career and college understanding. Qualitative content analysis revealed varying amounts of perceived barriers and supports, including limited college and career knowledge. This article includes implications for school counselors.

Sexuality Education Policy Implementation in Two Rural Midwestern School Districts

This study sought to further interrogate the sexuality education debate from the perspective of the educational policy being implemented to achieve established curricular requirements and goals in rural midwestern communities. To this point, very little research has examined the way in which sexuality education curricula are implemented in these communities. The overall purpose of this study was to analyze sexuality education policy implementation in two rural midwestern communities in the state of Iowa. The researcher was interested in learning how administrators and educators in rural midwestern communities implemented sexuality education policy, and understanding that process from a social cognitive theoretical framework. A qualitative case study was conducted. Seven local administrators and educators from two rural school districts in the state of Iowa were interviewed. Analysis revealed four interactive themes that shed light on how sexuality education policy is implemented in rural midwestern communities: (a) values and beliefs of implementing agents, (b) community context, (c) implementing agent interaction, and (d) organization and administration of sexuality education. Ultimately, the impact of situated social cognition on implementing agents’ decisions with regard to sexuality education was evident and significant. Prior knowledge (Cohen and Weiss 1993), social situations and community history (Lin 2000), professional discourses (Hill 1999), and informal networks all impacted the implementing agents’ cognitive frameworks.

The Role of Writing and Reading Self-efficacy in First-year Preservice EFL Teachers’ Writing Performance

Reading and writing self-efficacy have been recognized as related to and predictors of writing performance (e.g. Prad-Sala & Redford, 2012; Shell, Murphy & Bruning, 1989). As reading academic texts and writing essays are two essential components of undergraduate programs, discovering and discussing self-efficacy beliefs in reading and writing become valuable. Social cognitive framework suggests that students donated with same skills may perform differently based on their perceived self-efficacy in target tasks (Bandura, 1977, 1986, 1997). Given the role of these two concepts, the current study aims to identify the relationship between perceived reading and writing self-efficacy beliefs in addition to their effect on writing performance with two surveys (Self-efficacy in writing [SEW], Self-efficacy in reading [SER], Prat-Sala & Redford, 2010). The first-year EFL preservice teachers of a state university in Turkey (N = 116) completed SEW and SER surveys. Writing performances of the participants were evaluated by a short essay written for the final exam of Written Communication Course. The findings revealed that SEW was positively and significantly correlated with writing performance as well as SER. Also, hierarchical regression analysis demonstrated that SER and SER significantly accounted for the variance in writing scores. Implications were discussed based on the results and the related literature.

Gender Discrimination and Work Engagement: Moderating Role of Future Time Perspective

This article examines the contribution of perceived gender discrimination to work engagement; the contribution of future time perspective (FTP) to work engagement and more importantly, the moderating role of FTP on the relationship between perceived gender discrimination and work engagement. Based on a social cognitive frame work, it was hypothesized that FTP is positively related to work engagement. Further, it was also expected that FTP would work as a compensatory motivational resource and weaken the negative relationship between gender discrimination and work engagement. These questions were examined using a sample of female employees working in textile and apparel companies in the Chennai and Puducherry regions of India ( N = 234). Results indicate that FTP has a positive relationship with physical, cognitive as well as emotional engagement of the respondents. It also moderates significantly the relationship between perceived gender discrimination and cognitive as well as emotional dimensions of work engagement. However, no significant moderating effect appears for the relationship between gender discrimination and physical engagement of these employees.

The role of time perspective in social cognitive career theory of interests

Although social cognitive career theory has been tested in relation to Holland’s RIASEC types, few studies have examined the role of time perspective across RIASEC themes. Four hundred and thirty-five students participated in this study. Data were collected on the time perspective dimensions, learning experiences, self-efficacy, outcome expectations, and interests across each of the RIASEC areas identified by Holland. The findings, besides a substantial confirmation of SCCT foreknown causal relationships, indicated a significant role of present-hedonistic and future temporal perspectives in Investigative and Social areas. The results evidenced the role of time perspective among persons’ inputs influencing self-efficacy and outcome expectations in the social cognitive framework of interests’ formation.

The Empowering (Super) Heroine? The Effects of Sexualized Female Characters in Superhero Films on Women

The present study was conducted with female undergraduates in the Midwestern region of U.S. to examine the potential positive and negative influences of the gendered depictions of women in superhero films. This study utilized social cognitive and objectification theory frameworks to experimentally examine the short-term effects of exposure to sexualized female characters in superhero films on 83 female viewers’ gender role beliefs, body esteem, and self-objectification. Results show that exposure to the sexualized-victim images of women in superhero films decreased egalitarian gender role beliefs. Exposure to the sexualized-heroine images resulted in lower body esteem. Additionally, a positive effect emerged with a greater belief in the importance of body competence to the self-concept for women who were exposed to the superheroine characters. This study demonstrates short-term effects from viewing sexualized images of women in superhero films and provides a significant understanding of how sexualized female representations may impact gender related beliefs as well as perceptions of one’s self-esteem and body objectification.

Pemodelan Hubungan antara Kesejahteraan Hidup, Keserakanan, dan Kesejahteraan di Tempat Kerja dengan Efikasi Guru secara Kolektif

Tujuan – Berdasarkan model kognitif sosial, kajian ini mengkaji kesan langsung dan tidak langsung terhadap efikasi guru secara kolektif. Secara khusus, kajian ini menilai peranan kesejahteraan hidup, keserakanan, kesejahteraan di tempat kerja dalam menerangkan efikasi guru secara kolektif. Metodologi – Seramai 836 sampel guru dipilih secara rawak dari dua belas buah MRSM Zon Timur di Malaysia. Data kajian ini diperolehi melalui soal selidik yang mengandungi 85 item. Data ini telah dianalisis dengan menggunakan statistik deskriptif dan Analisis Persamaan Berstruktur. Dapatan – Dapatan kajian ini menunjukkan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja adalah secara signifikan mempengaruhi efikasi guru secara kolektif. Berdasarkan kepada penilaian keseluruhan model, didapati bahawa kesepadanan model adalah munasabah. Dapatan analisis persamaan berstruktur menunjukkan bahawa kesejahteraan di tempat kerja adalah pengantara separa hubungan kesejahteraan hidup guru, keserakanan guru dan efikasi guru secara kolektif. Berbanding kesejahteraan hidup, keserakanan guru memperlihatkan kesan yang lebih kuat terhadap efikasi guru secara kolektif. Signifikan – Kajian ini memperkenalkan model yang menunjukkan kepentingan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja sebagai penyumbang yang signifi kan kepada efikasi guru secara kolektif. Ia juga mengenal pasti kepentingan keserakanan guru dalam membangunkan efikasi guru secara kolektif.

The Role of Managerial Values and Perceptions in Business Sustainability Decision-Making

In a globalised economy, the choices managers make often entail far-reaching consequences for societal stakeholders and the natural environment. Prior research on business sustainability analyses firm responses to social and environmental issues at the organisational level by linking environmental or social responsibility practices to economic outcomes. However, it does not sufficiently address the relevant factors that influence decision-making at the individual level. Also, this issue-by-issue approach ignores the simultaneous relationships between social, environmental, and economic aspects within which decisions on one element will inevitably have consequences for the whole interconnected system, and does not provide a sufficiently theorized answer on how to tackle business sustainability issues consistently in managerial decision-making. In this paper, we propose a conceptual model that integrates Keeney’s value focussed thinking with the general social cognition framework in order to systematically describe the contingent nature of business sustainability decision-making. We specify that three-way interactions among managers’ cognitive framing of sustainability, and managers’ perception of stakeholder related factors will significantly impact business sustainability decision outcomes.

La description de gravures chez des enfants d’âge scolaire : quoi de neuf un siècle après Binet ?

A century ago, Binet proposed an engraving description task (1908) to which he granted exceptional value. The task consists of showing children three engravings of scenes depicting one or two characters, and asking them to say what the scenes represent. Binet scored the children's responses in terms of three modes: enumeration, description, and interpretation, corresponding respectively to three ages: 3, 7, and 12 years. The aim of the present article was to analyze the developmental course of schoolchildren's responses on this task (70 children ages 6 to 11). The experiment was conducted in the theoretical and empirical framework of social cognition and situation-model building during task execution. The verbalization corpus was analyzed with respect to 14 themes, including surrounding objects, spatial relations, features of the characters’ appearance, postures and gestures, physical properties of objects, aspects of the environment, location of the scene, family ties, object possession, socio-cultural references, physical or physiological states, emotions, and goal-oriented actions. The results pointed out the extraordinary intuition of Binet, an entire century ago, notably regarding the involvement of social and emotional abilities in this task. The observed developmental changes were great. As the children grew older, their responses included more and more socio-cultural references, emotions, physiological states of characters, actions, and variables describing the physical environment. However, what is new here but requires confirmatory studies concerns the identification of thematic preferences by some of the older children who were able to better grasp the scene and achieve a certain level of interpretation. The children's responses focus on socio-emotional interpretations or simultaneously integrate the socio-emotional and environmental dimensions. The conclusion discusses future extensions of this study to older ages, the potential contribution of eye-movement tracking, and comparisons of this task with other intelligence and social cognition tests.

Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans

Objectives: To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. Participants: SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012. Methods: Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation. Results: PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation. Conclusion: The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.

Excited, Proud, and Accomplished

This research explores and tests the effect of an innovative performance feedback practice—feedback supplemented with web-based peer benchmarking—through a lens of social cognitive framework for self-regulated learning. The results suggest that providing performance feedback with references to exemplary peer output is positively associated with task mastery orientation, perceived autonomy, and perceived competence which in turn improve students’ intrinsic motivation and self-regulated learning strategies. The results also suggest that these effects were not observed in a similar course in which performance feedback was not supplemented with web-based peer benchmarking.

An investigation into the management of online teaching and learning spaces: A case study involving graduate research students

<p>This research evaluates the strategies implemented to support the research activities of postgraduate students pursuing online master’s programs in the University of the West Indies Open Campus, as well as the activities of their supervisors. The three main strategies employed were (1) the use of a web-based ‘teaching-learning space’ to facilitate asynchronous interaction between students and their supervisors; (2) the provision of a scheduling tool to facilitate the planning of one-on-one meetings via a synchronous web-conferencing tool; and (3) the organization of research seminars using the same web-conferencing tool.</p><p>This research used Moore’s theory of transactional distance and social cognitive theoretical framework to guide the project. Moore’s model reemphasizes the need for stronger forms of communicating for online students, whereas the cognitive framework focuses on the need for social interaction among learner and teacher. Participants were graduate students (<em>n</em> = 34). All participants were required to complete a questionnaire online. Data were also collected from postings in discussion forums. Overall, notwithstanding limitations, the data shows there are benefits to be gained from conducting student research activities in an online environment.</p>

Examining the “Social Turn” in Postsecondary Literacy Research and Instruction: A Retrospective View of JCRL Scholarship, 2005–2013

This article describes the results of a research synthesis that analyzed more than 60 articles published in the Journal of College Reading and Learning (JCRL) between 2005 and 2013. The goal for the research was to gain understanding about the extent to which the social turn in literacy studies is impacting postsecondary pedagogy and research. One primary research question guided the study: What pedagogical practices are being emphasized to support the literacy learning and development of college-aged readers? A secondary question—What theoretical frameworks are being employed by postsecondary researchers to interpret and support study findings and conclusions?—was used to gain additional insight into the pedagogical trends identified in the dataset. Findings indicate that although JCRL regularly publishes articles that use social constructivist, social learning, and social cognitive theoretical frameworks to interpret data, the overall instructional focus conceptualizes literacy as an individual cognitive action and achievement, and acts of reading and writing typically are viewed as primarily text based.

Development of a Self‐Efficacy Scale for Adolescents and Young Adults With Inflammatory Bowel Disease

Pediatric inflammatory bowel disease (IBD) self-management fits well within a social-cognitive framework. At the heart of social-cognitive theory is self-efficacy, a set of beliefs about one's ability to perform certain tasks. Self-efficacy is a strong predictor of health outcomes in chronic diseases and could serve as an intermediary outcome measure of self-management for pediatric IBD. The aim of this preliminary study was to develop items for the design of a self-efficacy scale specifically for adolescents and young adults with IBD. Survey development is an iterative process. As defined by the US Food and Drug Administration guidelines for developing a patient-reported outcome measurement, the first step of this process is to obtain patient input. Using qualitative research methods, adolescents and young adults were recruited from an outpatient pediatric gastroenterology clinic to participate in a semistructured interview. Transcriptions of the recorded interviews were reviewed for themes related to self-efficacy around disease management. A consensus panel of gastroenterologists and health psychologists reviewed the initially constructed items. Those specific items were then reviewed and adjusted by a panel of participants for content and understandability using cognitive interview methods. The resulting 13-item scale is presented here. Nineteen patients and 5 parents participated in the study. The study sample was 42% girls, 79% whites, 74% had Crohn disease, and 79% had not required surgery. Median age was 15 years (range 10-22 years). Theme analysis and expert review yielded 13 items across 4 theoretical domains: managing medical care, managing daily life with IBD, managing emotions, and managing the future with IBD. A 13-item disease-specific scale has been developed based on patient input to assess self-efficacy around self-management in adolescents with IBD. Efforts to validate this newly designed scale are presently under way.

B.A.I.L.A. — A Latin dance randomized controlled trial for older Spanish-speaking Latinos: Rationale, design, and methods

BackgroundPhysical activity (PA) has documented health benefits, but older Latinos are less likely to engage in leisure time PA than older non-Latino whites. Dance holds a promise as a culturally appropriate form of PA that challenges individuals physically and cognitively. This paper describes a randomized controlled trial that will test the efficacy of BAILAMOS©, a 4-month Latin dance program followed by a 4-month maintenance program, for improving lifestyle PA and health outcomes. MethodsOlder adults (n=332), aged 55+, Latino/Hispanic, Spanish speaking, with low PA levels, and at risk for disability will be randomized to one of two programs, a dance program or health education control group. BAILAMOS© is a 4-month program that meets two times per week for one 1h per session. Dance sessions focus on instruction, including four styles of dance, and couples dancing. Bi-monthly ©Fiestas de Baile© (dance parties) are also included, in which participants dance and practice what they have learned. Monthly 1-hour discussion sessions utilize a Social Cognitive framework and focus on knowledge, social support, and self-efficacy to increase lifestyle PA. The health education control group will meet one time per week for two 2h per session. OutcomesPrimary outcomes including PA changes and secondary outcomes including self-efficacy, physical function, cognitive function, and disability will be assessed at baseline, 4, and 8months. It is hypothesized that PA, self-efficacy, physical function, cognitive function, and functional limitations and disability scores will be significantly better in the BAILAMOS© group at 4 and 8months compared to the control group.

A social-cognitive framework for understanding serious lies: Activation-decision-construction-action theory

Abstract Little is known about the cognition of deception ( Gombos, 2006 ). We propose a cognitive account of serious lying (i.e., deception involving high stakes) in response to a solicitation of a truth: Activation-Decision-Construction-Action Theory (ADCAT). Built on the Activation-Decision-Construction Model of answering questions deceptively ( Walczyk, Roper, Seeman, & Humphrey, 2003 ), the theory elaborates on the roles of executive processes, theory of mind, emotions, motivation, specifies cognitive processing thoroughly, and considers the rehearsal of lies. ADCAT's four processing components are (a) activation of the truth, the (b) decision whether and how to alter deceptively the information shared, (c) construction of a deception, and (d) action [acting sincere while delivering a lie]. Core constructs are “theory of mind” and “cognitive resources”. Specifically, throughout serious deception, individuals are inferring the current or potential mental states of targets and taking steps to minimize the allocation of cognitive resources during delivery to appear honest and lie well.

Researcher-identified and emergent predictors of pupil control ideologies: a Canadian beginning teacher perspective

The objectives of this study were (a) to identify the direction of pupil control ideology (PCI) shifts during participants’ beginning teaching years, and (b) to identify a broader range of emergent (participant-identified) predictors of PCI that beginning teachers saw as accounting for the tendency for their classroom learning environments to become more or less humanistic or custodial. The study builds on a pilot study by extending its geographical scope to include beginning teachers from three Canadian provinces, and its theoretical underpinnings to a potentially more comprehensive social cognitive theory framework. Data was collected during semi-structured interviews with 27 elementary teachers, and analyzed using open coding, intentional coding (process and strategic), and thematic analysis. Fifteen predictive variables were identified. Nine of these variables were ‘emergent’ and six were researcher selected and confirmed by participants. The study concluded that relationships with students were foundational to effective classroom management. Additionally, a ‘custodial’ pupil control ideology was seen not as an end in itself nor as a static reality, but as a preliminary phase of an increasingly ‘humanistic’ approach that emerged as relationships with students developed.

Focus on opportunities as a boundary condition of the relationship between job control and work engagement: A multi-sample, multi-method study

The concept of focus on opportunities describes how many new goals, options, and possibilities employees believe to have in their personal future at work. In this multi-sample, multi-method study, the authors investigated relationships between focus on opportunities and general and daily work engagement and the moderating role of focus on opportunities on between- and within-person relationships between job control and work engagement. Based on a social cognitive theory framework on the motivating potential of a future temporal focus, it was hypothesized that focus on opportunities is positively related to work engagement. Further, consistent with the notion of compensatory resources, it was expected that job control is not related to work engagement among employees with a high focus on opportunities, whereas job control, as an external resource of the work environment, is positively related to work engagement among employees with a low focus on opportunities. Both a cross-sectional survey study (N=174) and a daily diary study (N=64) supported the hypotheses. The study contributes to research on the job demands-resources model as it emphasizes the role of focus on opportunities as a motivational factor in the relationship between job control and work engagement.