Learning Theory Research Articles

Comparing the Effect of Poppy Seed Oil Consumption and the Educational Approach on Consumption Based on Bandura Cognitive-Social Theory on Self-Efficacy of Pain Management in the Elderly with Knee Osteoarthritis in Babol City; 2022-2023

Introduction:This study was aimed at comparing the effect of poppy seed consumption and educational approach on how to use Bandura's cognitive-social theory on self-efficacy of elderly pain management with knee osteoarthritis in Babol city; 2022-2023. Methods: This randomized clinical trial study of three parallel and double-blind groups was conducted on 129 elderly people with osteoarthritis of the knee referred to the Babol city pain clinic. The participants were placed in three groups A, B and C using the 6 block randomization method using Excel software. Group A received oil consumption along with training based on the Bandura model , group B received oil without training, and group C as control group received routine treatments. Demographic, PSEQ (pain self efficacy questioner VAS (visual analogue scale) were used to collect data. Ethical considerations were observed. Data was analyzed using SPSS23 statistical software and compared of the primary characteristics of the group Chi-square test was used for qualitative variables and analysis of variance was used for quantitative variables. (If the data does not follow the normal distribution, the non-parametric equivalent of Kruskal-Wallis was used). Results: The elderly were mostly female(102 n, 77.9. No significant difference was observed in the visual score of pain between groups A and B before and 4 weeks after the intervention, before and 8 weeks after the intervention and 4 and 8 weeks after the intervention (P<0.05). However, there were significant differences between groups C and B before and 4 weeks after the intervention and before and 8 weeks after the intervention (P<0.05). There is no significant difference between the PSEQ pain management self-efficacy scores 8 weeks after the implementation of the intervention between groups A and B (P = 0.331). But a significant difference was observed between groups A and C (P=0.001). Conclusion: The results of the present study showed that the consumption of poppy seed oil alone can improve pain and self-efficacy in pain management. Using Bandura's learning theory produces little change in pain and pain management self-efficacy. Also, it is necessary to repeat the training program to improve the training effect.

How does innovative customer knowledge influence electronic word-of-mouth recommendation behavior through egoistic and altruistic approaches? Testing a moderated mediation model

IntroductionAt present, innovative customer knowledge on social media platforms is mostly treated as a kind of “self-entertainment” activity content, and has not been effectively integrated and used by sales-oriented social media enterprises. As a result, the problem of electronic word-of-mouth recommendation reducing for such enterprises is more prominent. Theoretically, on the one hand, researches in the field of customer knowledge are mainly concentrated in the field of knowledge management led by the enterprise, which lacks to discuss the influence of innovative knowledge on electronic word-of-mouth recommendation behavior from the perspective of customer dominance. On the other hand, previous studies lack to explore the formation mechanism of electronic word-of-mouth recommendation behavior of innovative customers from the dual paths of altruism and egoism. The professional characteristics and social characteristics of innovative customers are not analyzed as boundary conditions. In this context, based on social learning theory and social identity theory, this study explores the influence mechanism of innovative customer knowledge on electronic word-of-mouth recommendation behavior.MethodsData were collected by Likert 5-level scale using questionnaire survey method. A total of 452 valid questionnaires were collected from Northeast, Northwest, East, North, Central, South and southwest China by random sampling method. SPSS21.0 software and Bootstrap (PROCESS3.0) program were used to analyze the multilevel linear regression, structural equation model and robustness test of the model.Results(1) Innovative customer knowledge had a significant positive impact on electronic word-of-mouth recommendation behavior and professional identity; (2) Professional identity had a significant positive effect on electronic word-of-mouth recommendation behavior; (3) Professional identity played mediating role between innovative customer knowledge and electronic word-of-mouth recommendation behavior; (4) Compared with high professional status and high social status, low professional status and low social status had a stronger moderating effect on the relationship between professional identity and electronic word-of-mouth recommendation behavior, and there was a moderated mediation effect.DiscussionInnovative customer knowledge generates electronic word-of-mouth recommendation behavior through two paths: altruism and egoism. These two paths are affected by the external characteristics of innovative customers, that is, professional characteristics and social characteristics have a moderating effect on them.

Transforming training: Evaluating the impact of training of trainers’ programs through the lens of transformational learning theory

This study assesses training of trainers (TOT) programs using the framework of transformational learning theory. It explores participants’ perspectives, training quality, trainer effectiveness, training philosophies, and suggestions for program improvement. A qualitative content analysis of the participant portfolios of 16 senior teachers underscores the importance of experiential learning components such as simulations and role-plays in promoting practical skills and enhancing theoretical understanding. Based on the results, we emphasize the importance of trainers possessing qualities such as empathy and respect as well as adopting a trainee-centered approach to create a transformative learning environment. We also recommend increasing program durations to facilitate deeper exploration and reflection. These insights enhance the continuing discussion on adult education and trainer development, providing recommendations for TOT programs.

Statistical Learning Theory and Occam’s Razor: The Core Argument

Statistical learning theory is often associated with the principle of Occam’s razor, which recommends a simplicity preference in inductive inference. This paper distills the core argument for simplicity obtainable from statistical learning theory, built on the theory’s central learning guarantee for the method of empirical risk minimization. This core “means-ends” argument is that a simpler hypothesis class or inductive model is better because it has better learning guarantees; however, these guarantees are model-relative and so the theoretical push towards simplicity is checked by our prior knowledge.

Using Theory and Technology to Build an Interprofessional Community of Human Trafficking Educators.

Human trafficking, a global health crisis, requires interprofessional responses. Skilled teachers are needed to train health care providers about human trafficking. To promote nonhierarchical interprofessional collaborative learning, we applied social cognitive and experiential learning theories within a dialectical constructivist program design to scaffold participants' knowledge and leveraged technology to build and sustain the program's community. WhatsApp and Flipgrid connected participants and faculty prior to the program. Participants' reflections on experiences were used to inform confidential and respectful information sharing. Live case presentations were interwoven with prerecorded didactics, Zoom break-out case analyses, and Q&A sessions with trafficking survivors. Participants used learning theories to cocreate and teach about labor and sex trafficking, disclosure, and the law. A reciprocal teaching activity facilitated participants' integration of new knowledge with authentic work responsibilities. Constructive peer feedback on the content, clarity, and engagement of their teaching reinforced participants' self-efficacy in expanding their education work in their home organizations. As of 2021, 156 physicians, nurses, social workers, advanced practice providers, psychologists, and public health workers, from the United States, United Kingdom, Canada, and Trinidad/Tobago, have graduated from the program. Three-month postprogram surveys indicated lasting knowledge and skills changes in use of the Stop, Observe, Ask, Refer framework, teaching with adult learning principles, and creating organizational trafficking protocols. The strategic application of learning theory and technology has enabled us to foster a nonhierarchical community of interprofessional learners, cultivating a dynamic network of educators who continue to make international impacts on people with an experience of human trafficking.

Scaffolding Criticality: Iterations of Theory in Principal Preparation

Theory can be of immense value in practice and to practitioners, but is sometimes perceived as esoteric and inaccessible, or divorced from “real-world” knowledge and skills needed to enact school leadership. Policy and scholarship also call for the development of school leaders capable of thinking in ways informed by a range of theories that help leaders consider issues from various perspectives. Developing principals capable of leading for the moment and in ways that improve PK–12 systems requires us to communicate about theory in a way that positions it as a window into and lens for practice and to make theory approachable for students. In this paper, drawing on scholarship and on our roles as principal preparation faculty and as former school principals, we outline a framework for thinking about and with theory in principal preparation and for embedding theory in learning in explicit ways. Together, the iterations of theory we discuss scaffold the ability of leaders to use theory to frame critical analyses, problem-solve, broaden awareness of educational and societal issues, and constructively critique K–12 education.

Current approaches in development and implementation of medical education strategies among pediatric hematology/oncology fellowship programs

Application of evidenced-based practices is often lacking in medical education. Increased recognition that methods of knowledge delivery based in relevant learning theories are more effective has led to improved ability to meet the needs of adult learners. We designed a study to assess approaches to education for Pediatric Hematology/Oncology (PHO) trainees and identify opportunities for incorporation of evidence-based practices. A national survey was shared with program directors (PDs) of PHO programs to investigate current trends in education design. Respondents were contacted via email, the survey was distributed by REDCap, and data were collected from April-July 2023. Quantitative data were analyzed descriptively and free-text responses using directed content analysis. Of the 77 eligible participants, 46 completed the survey (59.74% response rate), representing various geographic regions and class sizes. Respondents reported a wide range of familiarity with adult learning theory (range 1–5, median 3) and self-regulated learning (range 1–5, median 2). While programs employed active learning strategies to varying degrees, the lecture format was the most used method of education delivery. PDs recognized the need for development in several domains, including incorporation of educational frameworks, support for structure and content of didactics, and implementation of feedback related to education sessions. Differences in approaches were described, revealing a wide range of familiarity with and application of specific educational theories, as well as inconsistent efforts to consider principles of adult learning theory and self-regulated learning. These data demonstrate opportunities for targeted education and curriculum development.

A family dynamics theory perspective on parenting styles and children’s aggressive behavior

BackgroundChildren’s mental health and behavioral habits are crucial to social development. Previous studies have focused on social learning theory and Baumrind’s parenting style theory to explain the impact of parenting style on children’s aggressive behavior, but findings have been inconsistent. This paper introduces family dynamics theory in order to further elucidate the complexities surrounding the relationship between parenting styles and child aggression, with the aim of informing interventions to reduce child aggression and promote child behavioral health.MethodsQuestionnaire method was used in the study. Simplified Parenting Style Scale, Aggression Questionnaire, Questionnaire of Systemic Family Dynamics were used to measure psychological condition of 455 primary school children.ResultsFindings indicate that parental rejection, overprotection, and system logic positively predict aggressive behavior, whereas emotional warmth and family climate negatively predict it. Notably, family climate and system logic mediate the relationship between parenting styles and children’s aggressive behavior.ConclusionThese results underscore the importance of positive parenting practices, a nurturing family environment, and the cultivation of diverse cognitive skills in mitigating children’s aggressive tendencies.

Statistics and Learning Theory in the Era of Artificial Intelligence

The workshop highlighted recent theoretical advances on inference in high-dimensional statistical models based on the interplay of techniques from mathematical statistics, machine learning, theoretical computer science and related areas. The workshop brought together about 50 researchers in order to present new results, exchange ideas and explore open problems.

An instituting-organisational framework for the interpretation of urban commoning. Lessons from a neighbourhood park

Drawing on critical scholarship on commoning processes, this article aims to contribute to the debate by reflecting on an argumentative case that took place in a neighbourhood public park on the northern outskirts of the city of Catania in Italy. Based on our direct engagement in such a process, we discuss the rise and fall of this ‘commoning attempt’, with the aim of reflecting on the possibilities and the pitfalls associated with the collective effort to take care of a neglected space. The case is discussed using a theoretical framework developed intersecting Argyris' theory of organisational learning and Esposito’s ‘instituting thought’ applied to urban planning. Through the narrative of the main stages of a nine-month process, using a variety of sources of evidence – our field notes, archival materials, etc. –, we discuss some key elements to contribute to the advancement of the disciplinary debate on the possibilities opened by the instituting-organisational approach.

Fostering Social Awareness and Responsibility Through Educational Entrepreneurship

Social entrepreneurship has emerged as a strategic approach in education to address various social issues while fostering social awareness and responsibility among students. This study aims to analyze the role of social entrepreneurship in education as an effective learning tool to cultivate pro-social attitudes through a comprehensive theoretical approach. Drawing on Social Learning Theory and Experiential Learning, this paper examines how the integration of social entrepreneurship into educational curricula can develop critical awareness of social issues and encourage responsible actions among learners (Bandura, 1977; Kolb, 1984). The findings indicate that the implementation of social entrepreneurship in education not only equips students with entrepreneurial skills but also reinforces ethical values and social responsibility, contributing to character development in the younger generation. This is supported by literature showing increased social awareness and altruistic behavior resulting from participation in social entrepreneurship projects (Hockerts, 2018; Tracey & Phillips, 2007). Therefore, integrating social entrepreneurship into education holds significant potential to not only produce successful entrepreneurs but also leaders committed to creating positive social impact. This study recommends the development of a more holistic and collaborative curriculum to ensure that social entrepreneurship becomes an integral part of higher education.

Texas Heritage at a Crossroads: The Case Study of San Antonio Missions

The dilemma faced by the San Antonio Missions regarding ongoing vandalism persists: whether to restrict access to protect the site or to allow public access for educational purposes, tourism, and cultural enrichment. This balancing act is complex, as visitor interaction can compromise site integrity. Applying Social Learning Theory (SLT) and Norm Activation Theory (NAT) to this dilemma reveals insights into how individuals learn and adopt behavior through observation, imitation, and modeling. In addition, the Theory of Planned Behavior (TPB) can also influence responsible behavior. Furthermore, how to safeguard heritage sites while ensuring public access and appreciations were discussed.

An Exploratory Study of Fraud Examination Education in Preparing Accounting Students to Combat Fraud: Evidence from COVID-19

ABSTRACT This study aims to assess the ability of accounting students to identify fraud symptoms, analyze prevention and detection controls, and determine legal consequences during the COVID-19 pandemic. The research data were collected from an online discussion forum completed by accounting students in the “Fraud Examination” course at a public university in the United States. Adapting to the framework of experiential learning theory, we assessed students’ performance using a rubric based on five learning objectives over three semesters from Spring 2020 to Spring 2021. The results indicate that most of the students, regardless of the semester, demonstrated proficiency in applying fraud examination concepts and performing fraud analyses in the pandemic setting, meeting the expected learning objectives. JEL Classifications: K42; I20.

Dance Education Leadership Situated: Theories and Contexts

ABSTRACT This article situates dance education leadership within the context of leadership and adult learning theories amid our current culture and policy wars. “Great man” heroic trait models are compared with collaborative skills-based approaches. The adaptive challenges we face require “soft” distributed leadership capacities. Aspects of constructive developmental theory, critical race theory, action science, and learning as leading can be productively combined in leadership for dance education justice and equity. I offer a model of learnable Dispositions, Skills, and Strategies as a practical guide to navigating our challenges as a collective community in which embodiment constitutes a unique skill set.

A Survey on Statistical Theory of Deep Learning: Approximation, Training Dynamics, and Generative Models

In this article, we review the literature on statistical theories of neural networks from three perspectives: approximation, training dynamics, and generative models. In the first part, results on excess risks for neural networks are reviewed in the nonparametric framework of regression. These results rely on explicit constructions of neural networks, leading to fast convergence rates of excess risks. Nonetheless, their underlying analysis only applies to the global minimizer in the highly nonconvex landscape of deep neural networks. This motivates us to review the training dynamics of neural networks in the second part. Specifically, we review articles that attempt to answer the question of how a neural network trained via gradient-based methods finds a solution that can generalize well on unseen data. In particular, two well-known paradigms are reviewed: the neural tangent kernel and mean-field paradigms. Last, we review the most recent theoretical advancements in generative models, including generative adversarial networks, diffusion models, and in-context learning in large language models from two of the same perspectives, approximation and training dynamics.

A New Path to Enhance Students' Comprehensive Language Literacy based on Intelligent Language Laboratory

With the acceleration of globalization and the rapid development of information technology, the enhancement of language ability has become an important part of students' comprehensive literacy. This paper discusses the concept of “Intelligent Language Laboratory” and its application in improving students' comprehensive language literacy. By integrating modern information technology, language learning theory and teaching practice, the Smart Language Lab provides an interactive and personalized language learning environment for students. The study shows that the laboratory can effectively improve students' language expression, listening and speaking skills and cross-cultural communication skills, thus opening up a new path for cultivating comprehensively developed language talents.

Exposure to family violence and school violence among Palestinian high schoolers: The moderating effect of gender and school climate

BackgroundThere is a serious dearth of research on the phenomenon of school violence in the Arab world. Moreover, studies have examined the relationship between students' exposure to family violence (EFV) and school violence. Objective: This study measured the correlation between Palestinian high schoolers' EFV (i.e., witnessing and experiencing family violence) and their violence against both peers and school staff. The moderating effects of gender and school climate were also explored. Participants, setting, and methodA pioneer survey was conducted among 1183 7-12th graders (about 55 % boys) in the Hebron district of the Palestinian National Authority (PNA), using a self-administered questionnaire, and informed by social learning theory (SLT). Their ages ranged from 12 to 19 years (M = 14.64, SD = 1.47). More than a third (38.8 %) attended all-boy schools, 32.5 % attended all-girl schools, and 28.7 % attended co-ed schools. Most (71.2 %) of the participants lived in rural areas, 26.5 % lived in urban areas, 2 % lived as semi-nomads, and 0.3 % lived in refugee camps. ResultsA considerable percentage of students behaved violently towards other students, but the rates of student violence against school staff were lower. Results of t-test show that boys behaved more violently against students and school staff than did girls. Correlation as well as multiple regression analyses revealed significant relationships between EFV and violent behavior against other students and the school staff, which were moderated by participants' gender and perceived school climate (PSC). A negative PSC predicted a higher degree of both types of violence. ConclusionSchool violence is possibly learned as a result of EFV. This learning is more likely to occur among boys than among girls; however, it is less likely to occur where positive PSC prevails. The study's strengths and limitations as well as its implications for future research and for practice are discussed.

Triple-loop learning as a framework for advancing health systems science in medical education: a transformational change approach

Purpose The American Medical Association has recently adopted health systems science (HSS) as the third pillar of medical education to provide comprehensive and holistic patient care. The purpose of this paper is to propose a novel organizational learning perspective in considering how medical schools can facilitate a transformational HSS curriculum change. Design/methodology/approach This is a conceptual paper seeking to present triple-loop learning as a potential approach to HSS curriculum change. Findings Due to its potential for structural accountability and sustainability stemming from the inclusion of diverse voices, the authors argue that HSS curriculum change, guided by the principles of triple-loop learning, is likely to lead to the development of medical curricula that are more adaptive and responsive to the constantly changing health-care landscape. The authors advocate for the deliberate inclusion of stakeholders who have historically been excluded or marginalized in the HSS curriculum change process, such as patients and those in sentinel roles (e.g. nurses, social workers). The authors also suggest an integrated, multilevel transformation that involves collaboration among medical schools, accreditation organizations, licensing boards and health-care systems. Originality/value To the best of the authors’ knowledge, this paper represents the first attempt to apply the theory of triple-loop learning in the context of HSS curriculum change. It highlights how this critical systemic learning approach uniquely contributes to HSS curriculum change, and subsequently to the necessary, larger cultural changes demanded in medical education as a whole.

Quadratic Memory Is Necessary for Optimal Query Complexity in Convex Optimization: Center of Mass Is Pareto Optimal

We give query complexity lower bounds for convex optimization and the related feasibility problem. We show that quadratic memory is necessary to achieve the optimal oracle complexity for first-order convex optimization. In particular, this shows that center-of-mass cutting-plane algorithms in dimension d, which use [Formula: see text] memory and [Formula: see text] queries, are Pareto optimal for both convex optimization and the feasibility problem, up to logarithmic factors. Precisely, building upon techniques introduced in previous works, we prove that to minimize 1-Lipschitz convex functions over the unit ball to [Formula: see text] accuracy, any deterministic first-order algorithms using at most [Formula: see text] bits of memory must make [Formula: see text] queries for any [Formula: see text]. For the feasibility problem, in which an algorithm only has access to a separation oracle, we show a stronger trade-off; for at most [Formula: see text] memory, the number of queries required is [Formula: see text]. This resolves a Conference on Learning Theory 2019 open problem. Funding: This work was partly supported by the Air Force Office of Scientific Research [Grant FA9550-19-1-0263] and the Office of Naval Research [Grant N00014-18-1-2122].

Sustainable Development through Competence-Based Education Strategy: Empowering Learners’ Progression for Self-Reliance

Competence-based education strategies have become a crucial element in modern educational environments, playing a vital role in guiding learners toward self-reliance. By prioritizing the acquisition of specific skills and knowledge, these approaches facilitate the development of practical abilities essential for independent success. Through a focus on mastery of competencies and their real-world application, learners cultivate a deeper understanding, self-sufficiency, and effective problem-solving skills, ultimately enhancing their capacity for lifelong learning and adaptability. As learners progress through competence-based programs, they build the confidence and skills necessary to navigate their educational and career trajectories with increased autonomy, thereby fostering a more self-reliant and empowered future. This review highlights the significance of integrating Self-Directed Learning Theory with competence-based education strategies, leading to enhanced learner autonomy, effectiveness, and adaptability in both personal and professional contexts. Keywords: Competence, Education, Learners, Self-Reliance, Sustainable, Development, Progression, Strategy