Lens Of Social Cognitive Theory Research Articles

Linking transformational leadership and digital creativity from the lens of social cognitive theory

PurposeWith the wide usage of digital technologies, employees’ digital creativity serves as a stepping stone in driving the process of organizational digital innovation. However, scant attention has been devoted to understanding the relationship between leadership and employees’ digital creativity within the digital technology usage context. Drawing upon social cognitive theory, our study aims to explore the relationship between transformational leadership and employees’ digital creativity through the mediating roles of creative self-efficacy and ambidextrous learning.Design/methodology/approachA field survey was conducted in China, garnering survey data from 223 employees actively engaged with digital technologies in their daily work. We empirically test the structural equation model to verify the hypotheses.FindingsThe results reveal a positive association between transformational leadership and employees’ digital creativity, with a consequential cascade mediation facilitated through creative self-efficacy and exploitation and exploration.Originality/valueThe empirical research not only enriches comprehension of individual-level digital creativity but also provides valuable practical insights for managers seeking to effectively drive digital innovation within their organizations.

Exploring the Impact of Authentic Personality and Social Media Posting on Self-Interested Charitable Behavior among Millennials Online Community through the Lens of Social Cognitive Theory

Various schools of thought within the field of psychology consider authentic personality to be an essential component of overall well-being. Similarly, people's behavior has changed since the advent of social media. Using Social Cognitive Theory as guidance, this conceptual paper aims to explore how authentic personality and social media postings affect individuals' self-interested charitable behavior, this research aims to delve into the person-centered concept of authentic personality. The sense of giving and charitable behavior includes giving to charity and involving in volunteer activity. This model is deemed appropriate because it further explains authentic personality and exposure to social media posting in an online environment. Throughout the entirety of this study, a search was conducted via a variety of literature on the fields of sociology, psychology, and social science. There was a discussion of the conclusions drawn from the research, and options for more research were outlined.

Social and Systemic Influences on International Students’ Choice of a STEM Major

Countless factors influence students’ educational and career choices. We examined potential impacts on international students’ choices to study STEM (science, technology, engineering, or math) through the lens of Social Cognitive Theory (Bussey & Bandura, 1999). Using partial least squares structural equation modeling (PLS-SEM), we analyzed the dataset with ten gender- and finance-related constructs as explanatory variables that impact the salience of various reasons for selecting a STEM major. Financial considerations and the availability of government-funded opportunities, women's lack of prominence in respondents' higher-education experiences and the availability of government-funded opportunities, and (a) job outlooks for women and the "chance to help others" and (b) women's lack of prominence in secondary education and the prospect of steady employment showed significant influence. These findings support the salience of financial concerns and gender-stereotyped, patriarchal culture influencing respondents to choose STEM majors for financial safety and/or egalitarianism.

Exploration of ‘micro’ level factors that affect the involvement of clinical pharmacists in interprofessional ward rounds in hospitals: Through the lens of social cognitive theory

BackgroundMacro and meso level factors that influence the participation by clinical pharmacists in ward rounds include pharmacy management culture, commitment to ward rounds and adequate time for ward rounds being included in workload models. The ‘micro’ level factors that affect the involvement of clinical pharmacists in ward rounds have not been widely explored. ObjectiveExplore ‘micro’ level factors to gain insight into clinical pharmacists' participation in interprofessional ward rounds in inpatient settings through the lens of social cognitive theory. MethodA qualitative focused ethnographic study with five clinical pharmacists, four medical practitioners, one allied health professional and one nurse was conducted in three metropolitan hospitals in Southern Australia. Seven hours of semi-structured interview (n = 11) and 76-h of observations (n = 5) were conducted. A qualitative descriptive analysis was conducted (guided by Spradley) followed by reflexive thematic-analysis (according to Braun and Clarke's technique). ResultsThree micro level factors influencing clinical pharmacist participation in ward rounds are: (1) Cognitive mindset of clinical pharmacists, (2) Behavioural conduct of clinical pharmacists, and (3) Social rules of the ward. Clinical pharmacists that did not participate in ward round reconciled their moral distress by transferring information without clinical judgement or interpretation of the patient scenario to medical practitioners. Clinical pharmacists that did participate in ward rounds demonstrated credibility by making relevant recommendations with a holistic lens. This enabled clinical pharmacists to be perceived as trustworthy by medical practitioners. Positive experiences of participating in ward rounds contributed to their cognitive upward spiral of thoughts and emotions, fostering continued participation. ConclusionClinical pharmacists participate in ward rounds when they develop a positive mindset about ward round participation and perceive ward rounds as an enabler to the establishment of trusted professional relationships with medical practitioners. This trusted relationship creates an environment where the pharmacist develops confidence in making relevant recommendations.

Investigating M-Payment Intention across Consumer Cohorts

This study investigates the widespread adoption of mobile payments (m-payments) and their impact on different generations, particularly post-COVID-19. We fill a gap in research by suggesting a new way to understand this phenomenon through the lens of social cognitive theory. We employed a multi-stage sampling technique, including purposive, quota, and snowball sampling, to ensure comparable group sizes for four generations and obtained usable survey data from 716 Thai online shoppers. The results reveal direct and indirect (through perceived values) significant relationships between technological self-efficacy and m-payment intention. While perceived values, which constitute functional, emotional, monetary, and social values, fully mediate the relationship between technological self-efficacy and m-payment intention in Gen B and Gen X consumers, it only partially mediates such a relationship in the Gen Y and Gen Z cohorts. Our findings also provide crucial theoretical and practical insights for digital commerce in the evolving landscape of m-payment adoption.

Training future leaders: A qualitative study exploring leadership development in predoctoral dental curricula.

Commission on Dental Accreditation (CODA) accreditation standard 2-19 states predoctoral dental schools must assess students' ability to function successfully as the leader of the oral health care team. This study aimed to explore how dental schools incorporate leadership training into their curriculum to better understand the leadership skills students learn, the ways students engage in leadership training, and the opportunities students have to practice leadership skills with their peers. The aim of this 2022 qualitative phenomenology study was to use semi-structured interviews with academic Deans at CODA-accredited dental schools and one subject matter expert to uncover types of cognitive, behavioral, and environmental factors influencing leadership training through the lens of social cognitive theory. All interviews were recorded on Zoom, transcribed, de-identified, and analyzed for recurring themes using NVivo. Eight academic Deans and one subject matter expert participated in the study. Four major themes emerged from the data: leadership is essential for dental professionals, leadership is incorporated into the curricula in diverse ways, students most often engage in leadership training opportunities with dental peers and interprofessional opportunities could be expanded, and dental schools often face barriers to incorporating leadership training. Vertically integrated case presentations and team-based practice management simulations are meaningful leadership development activities. Prominent barriers include time constraints, lack of faculty champions with teaching leadership expertise, and prioritizing the development of hand skills. Standard practices for student leadership development and assessment do not appear to exist across dental school curricula. Findings support the need for a leadership development framework.

Shopping behaviour of elderly consumers: change and stability during times of crisis

PurposeDifferent age groups display different shopping patterns in terms of how and where consumers buy products. During times of crisis, such behavioural differences become even more striking yet remain under-researched with respect to elderly consumers. This paper investigates the impact of age on retail-related behavioural changes and behavioural stability of elderly shoppers (in comparison to younger consumers) during a crisis.Design/methodology/approachThe authors surveyed 643 Austrian consumers to assess the impact of perceived threat on behavioural change and the moderating effect of age groups. Based on findings from this survey, they subsequently conducted 51 semi-structured interviews to understand the causes of behavioural change and behavioural stability during a crisis.FindingsElderly shoppers display more stable shopping behaviour during a crisis compared to younger consumers, which is influenced by perceived threat related to the crisis. Such findings indicate that elderly shoppers reinforce their learnt and embedded shopping patterns. The causes of change and stability in behaviour include environmental and inter-personal factors.Originality/valueThrough the lens of social cognitive theory, protection motivation theory and dual process theory, this research contributes to an improved understanding of changes in shopping behaviour of elderly consumers, its antecedents and consequences during a time of crisis. The authors reveal reasons that lead to behavioural stability, hence the absence of change, in terms of shopping during a crisis. They further outline implications for retailers that might wish to better respond to shopping behaviours of the elderly.

Preparing undergraduates for the post-pandemic workplace: Teams of education and engineering students teach engineering virtually

When schools and universities across the world transitioned online due to the COVID-19 pandemic, Ed+gineering, a National Science Foundation (NSF) project that partners engineering and education undergraduates to design and deliver engineering lessons to elementary students, also had to shift its hands-on lessons to a virtual format. Through the lens of social cognitive theory (SCT), this study investigates engineering and education students’ experiences during the shift to online instruction to understand how they perceived its influence on their learning. As a result of modifying their lessons for online delivery, students reported learning professional skills, including skills for teaching online and educational technology skills, as well as Science, Technology, Engineering, and Mathematics (STEM) content. Some also lamented missed learning opportunities, like practice presenting face-to-face. Students’ affective responses were often associated with preparing and delivering their lessons. SCT sheds light on how the mid-semester change in their environment, caused by the shift in designing and teaching from face-to-face to online, affected the undergraduate engineering and education students’ personal experiences and affect. Overall, the transition to fully online was effective for students’ perceived learning and teaching of engineering. Though students experienced many challenges developing multimedia content for delivering hands-on lessons online, they reported learning new skills and knowledge and expressed positive affective responses. From the gains reported by undergraduates, we believe that this cross-disciplinary virtual team assignment was a successful strategy for helping undergraduates build competencies in virtual skills. We posit that similar assignment structures and opportunities post-pandemic will also continue to prepare future students for the post-pandemic workplace.

Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory

AbstractUsing Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in‐depth semi‐structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep‐rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.

Effect of Creative Self-Efficacy on Creativity among College Students: The Moderating Effect of College Innovation Climate

Creativity is one of the five core competencies in the twenty-first century, and increasing attention has been paid to creativity development among students worldwide. Higher education institutions play a vital role in fostering creativity among university students. The present study examines the effect of creative self-efficacy and the college innovation climate on creativity of university students through the lens of social cognitive theory. A total of 573 questionnaires were collected from students at five universities in Hebei, China; the resulting data were analyzed through hierarchical regression analysis. The results confirmed that creative self-efficacy has a significant effect and that college innovation climate has a significant positive effect on university students’ creativity. Furthermore, the study revealed the moderating effect of the college innovation climate on the relation between creative self-efficacy and creativity. These findings offer theoretical and practical insights for enhancing creativity among university students.

The digital humanism era triggered by individual creativity

Shifting from Industry 4.0 to Industry 5.0, the digital transformation (DT) has encouraged new debates on human skills as opposed to technologies. It has delivered positive and negative perspectives, focusing on the dilemma of how human skills can influence the DT. The present research explores human skills in the entrepreneurial world, considering its three main forms of creativity, innovation and entrepreneurial spirit in relation to the DT. This has mostly occurred in the knowledge-intensive business service (KIBS) industry in which humans have a predominant role. Under the lens of social cognitive theory, this study has examined a range of 370 KIBS companies across different sectors in Europe and the resulting individual creativity and innovation represent a (motivator) or a catalyst, which drives and nurtures DT. Theoretically, a new concept emerges, namely digital humanism, which involves emphasizing the relevance of human skills. Moreover, the study suggests that governments and policymakers encourage creative working activities by exploiting technologies to develop innovations. In this sense, technologies assume a positive connotation, leveraged by entrepreneurship knowledge-intensive business service; digital humanism; Creativity; Digital transformation; entrepreneurial spirit.

The role of knowledge management in driving academic advancement: empirical examination from the lens of the social cognitive theory

PurposeThe purpose of this paper is to investigate the relationship between the attitudes, skills and knowledge-based researchers’ competencies (ASK-RC), academic affiliation (AA) and knowledge management (KM) and its effect on promoting the growth of scholarly international publications (SIPs).Design/methodology/approachThis research takes a quantitative approach relying on primary data gathered through a questionnaire-based survey. The study’s target population includes lecturers, managers and researchers involved in research activities in educational institutions. To operationalize the research framework, this study used social cognitive theory (SCT) and the academic community served as an empirical field of study.FindingsThe primary findings of this research are twofold: ASK-RC and AA are positively and statistically significantly associated with SIP; KM moderates the influence of ASK-RC on SIP.Originality/valueThis research adds to the current body of literature on research productivity by providing new information and empirical evidence on improving research productivity and international publication. Moreover, this research offers a new approach to the existing literature stream by operationalizing an underexplored framework from the lens of SCT. This study explains why scientific research productivity is becoming increasingly important to academia and stakeholders. Because scientific works are motivated by the goal of addressing general socioeconomic and environmental concerns, it is possible to address this concern based on SCT. Therefore, this research offers theoretical and managerial implications that may interest academics, professionals and policymakers.

Transformational Leadership and Project Success: The Mediating Role of Psychological Empowerment

Through the lens of social cognitive theory (SCT), we formulated hypotheses and tested the mediating role of psychological empowerment (PE) in linking transformational leadership (TL) to project success (PS). A structured questionnaire was used to gather responses from 356 team members, project managers, and stakeholders. Our findings demonstrated that PE and TL had a substantial influence on PS. Furthermore, we determined that PE partially mediates the relationship between TL and PS. This study sought to give insights into this relationship and identified PE as a precondition for TL effectiveness. These findings have implications for theorists and practitioners because they assert that the association between TL and PS may be explained by psychological empowerment as the underlying mechanism. By demonstrating how leaders inspire their followers to become leaders themselves, we elucidate how these findings add to the literature on leadership. We also go into further detail about the use of leadership training.

What keeps me engaging? A study of consumers' continuous social media brand engagement practices

PurposeThis study examines some pertinent individual-level factors and consequences of consumers' continuous social media brand engagement (SMBE) practices. Further, this study examines the moderating effect of other-efficacy to deepen the understanding.Design/methodology/approachOnline survey data collected from 785 respondents, through a convenience sampling technique on Facebook, was analyzed through structural equation (SEM) modeling with AMOS 23.0.FindingsThe findings suggest that compatibility with lifestyle, perceived information quality and escapism, which significantly drive consumers' continuous engagement with brands on social media. However, perceived enjoyment does not. Other-efficacy duly moderates consumers' continuous SMBE practices. While continuous SMBE significantly drives consumer-based brand equity (CBBE), continuous SMBE does not have any significant relationship with consumers' subjective well-being (SWB).Research limitations/implicationsThis study reports robust findings on the effects of individual-level factors that drive consumers' continuous SMBE practices. However, the study only focused on Facebook brand pages. This is a limitation for generalizability of results because the research did not take a holistic view of all types of social media.Practical implicationsThe research suggests a need for managers to project their brands and share relevant and stimulating information throughout their continuous SMBE with consumers to build strong consumer–brand relationships. Managers should also engage consumers with interesting social media messages as well as both informative and transformative creative strategies to excite them. This will further give consumers a reason to continuously interact with the brand on social media platforms.Originality/valueThis study is one of the very few works to tease out pertinent factors that drive consumers' continuous SMBE practices. The paper integrates the consumer-level factors and moderating effects of other-efficacy through the lens of Social Cognitive Theory (SCT) and Uses and Gratification Theory (UGT) to make a significant contribution to the SMBE literature.

How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study

This study aims to study how the incorporation of digitized heritage buildings into blended English as a second language (ESL) teaching can facilitate Students’ attainment of the Sustainable Development Goals (SDGs) target of quality education, specifically increasing cultural awareness and consciousness of global citizenship. Based on the lens of social cognitive theory and case study approach, the researchers collected qualitative data from 40 participants who enrolled in a blended English-as-a-Second Language course in a community college in the United States. The results indicated that cultural heritage and buildings in the blended language learning curriculum, expanding the knowledge to other subject matter, and beyond the book were the three main themes. Based on the current course and curriculum designs with the elements of cultural heritage, buildings, and senses of SDGs, students expressed positive experiences in the fields of second language acquisition, employments of the computer-aided and technologically assisted tools, and interdisciplinary knowledge. University leaders, department heads, curriculum developers, instructors, and trainers should use this study as the reference to reform and upgrade their current materials with cultural heritage, buildings, and senses of SDGs in order to offer the comprehensive training to college and university students.

Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by COVID-19

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between environmental, behavioral, and personal factors took place as students continued to adapt. Results suggest that the modifications made to transition the project fully online were meaningful experiences for students’ learning and teaching of engineering through teams. This interdisciplinary partnership provided both pre-service teachers and undergraduate engineering students with the opportunity to learn and practice content and professional skills that will be essential for success in future work environments.

Affective state contributes to creative self-efficacy: Evidence from an experimental study of emotion induction

The present study aims to examine the effect of emotional state on creative self-efficacy through the lens of social cognitive theory (Bandura, 1997), which posits that affective state is an important personal source of creative self-efficacy. An experimental study was conducted to illustrate the roles of emotion induction in creative self-efficacy. Participants were randomly assigned to three groups: a positive emotion induction group (n = 223), a negative emotion induction group (n = 223), and a control group (n = 222). Emotional state and creative self-efficacy were assessed with the Affect Grid and the Creative Self-Efficacy subscale in the Short Scale of Creative Self (SSCS[CSE]), respectively. Lending support to social cognitive theory, our findings illustrate that emotional state significantly accounted for 15–21% of the variance in creative self-efficacy. Enriching the discourse of social cognitive theory, our findings further reveal the significant roles of both dimensions of emotional state (i.e., arousal and valence) in predicting creative self-efficacy. The findings highlighting the facilitating role of moderately aroused positive affect in creative self-efficacy respond to the call for research related to the positive psychology movement, which is an important trend that seeks to improve human functioning by promoting positive affect and human characteristics.

Behavioral Weight Loss and Maintenance: A 25-Year Research Program Informing Innovative Programming.

Introduction Behavioral interventions targeting sustained weight loss have largely failed for decades, with little chance of improvement using prevailing methods. Objective To address treatment limitations, a focused 25-year research program was reviewed through the lens of social cognitive theory, probative investigations, and original predictive models. Innovative, but evidence-based, treatment suggestions were sought. Results Task 1 of the research program addressed adherence to exercise, a well-established requirement for maintained weight loss. A culminating model addressing this treatment aspect suggested that interrelations among changes in self-regulatory skills usage, self-efficacy, and mood should guide exercise-support programming. Task 2 attached an eating-behavior change component and probed for malleable psychosocial variables predictive of success over the weight-loss phase (initial 6 months after treatment initiation). After thorough evaluation of selected theory- and research-driven psychosocial variables, changes in self-regulation, self-efficacy, and mood were again deemed to be the most salient predictors driving eating change. In Task 3, treatment foci related to changes in the 3 psychosocial variables were supported into the weight-loss maintenance phase (beyond 6 months), and the carry-over of changes in self-regulation and self-efficacy from exercise- to eating-related contexts was identified and leveraged. Task 4 suggested value in additionally addressing emotional eating as a distinct factor. Conclusion Suggestions informing principles and extensions of a treatment approach previously demonstrating atypically high degrees of success with maintaining weight loss in field- and community-based settings are provided. Those methods emanate from the reviewed research program, which shaped novel procedures to leverage exercise-induced psychosocial changes for their carry-over benefits for controlling eating.

Cultural Considerations for Patient and Community Education in Global Health: A Qualitative Study in Lesotho.

Background: In global health, international nongovernmental organizations (NGOs) frequently hire, train, and partner with host-country clinicians who manage public outreach and patient care. Purpose and Research Design: We conducted a general interpretivist study of Basotho clinicians hired by NGOs and academic affiliates in Lesotho to identify cultural barriers and facilitators to community and patient education. Data Collection and Analysis: We conducted 13 interviews involving 16 participants (one physician, one nutritionist, 14 nurses). Using an inductive and iterative approach, we analyzed interview transcripts through the lens of social cognitive theory and identified 15 themes. Results: Major findings highlighted: 1) patient and community learners may view Basotho clinicians as authority figures; 2) family and community power dynamics affect healthcare access for vulnerable patient groups; and 3) village leaders may refuse community education when excluded from problem-solving and early planning. Conclusions: Although local clinicians and community members may identify with the same cultural group, clinicians can encounter cultural barriers to patient and community education.

Predictors of Academic Achievement in Dual Credit Students

Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.