Social Cognitive Theory Perspective Research Articles

The Influence of ChatGPT Usage and Entrepreneurship Education on Students' Entrepreneurial Intentions with Innovative Behaviour as a Mediating Variable : The Perspective of Social Cognitive and Experiential Learning Theory

This study aims to examine a model that integrates social cognitive theory and experiential learning theory in the context of using ChatGPT and entrepreneurship education to enhance students' entrepreneurial intention, considering the mediating role of innovative behaviour. This research uses a quantitative approach with a survey method using SEM-PLS data analysis to explore the relationship between the relevant variable. Purposive sampling technique is used to select samples that meet specific criteria. The research sample consisted of 139 students in Yogyakarta, Indonesia, with data collected via an online questionnaire. The study results indicate that the use of ChatGPT, entrepreneurship education, and innovative behaviour positively and significantly influence students' entrepreneurial intentions, in line with social cognitive and experiential learning theory. Innovative behaviour also plays a significant role as a mediating variable. This research suggests that educational institutions can further optimize the use of technology, such as ChatGPT, in entrepreneurship curricula and provide more practical experiences to strengthen students' entrepreneurial intentions.

The role of teachers’ direct and emotional mentoring in shaping undergraduates’ research aspirations: a social cognitive career theory perspective

PurposeThis study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.Design/methodology/approachEmploying social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.FindingsThe findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.Originality/valueThis research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.

Gender Differences and Similarities in Reading Motivation from the Perspective of Social Cognitive Theory

The pertinent literature lacks a comprehensive theoretical framework to explain gender differences and similarities in reading motivation. Research on the role of gender in reading motivation has yielded inconclusive results with no consensus. Additionally, theoretical research to interpret the mixed results in reading motivation are scarce, especially from the perspective of social cognitive theory (SCT). This study aimed to clarify these mixed results by providing a theoretical explanation covering the broad range of gender differences and similarities in reading motivation from the SCT perspective. This analysis of the manifestation of gender roles through observational model learning and the triadic reciprocal interaction between personal, behavioural, and environmental processes provided new insights into the nuanced complexities of gender roles in reading motivation.

Leveraging social media capabilities and digital fluency to foster employee green innovation behavior: from a social cognitive theory perspective

Leveraging social media capabilities and digital fluency to foster employee green innovation behavior: from a social cognitive theory perspective

The impact of teachers' perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion.

The 2030 Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015, emphasizing the importance of achieving peace, prosperity, and well-being for all people. With the outbreak of the COVID-19 pandemic, sustainable health has become an important issue. Teachers were forced to adopt distance teaching, necessitating rapid upgrading of their ICT skills and integration into e-learning, which caused tangible and intangible pressures on teachers and impacted their well-being. This study examined the effects of ICT competence on teachers' workplace anxiety, emotional exhaustion, and well-being during the pandemic from the perspective of Social Cognitive Theory (SCT). A quantitative research methodology and a questionnaire survey with a total of 21 questions were used as the primary research design. The snowball method was employed as a sampling method for online questionnaires from September to October 2021. A total of 216 questionnaires were collected, of which four incomplete questionnaires were excluded, leaving 212 valid questionnaires, with a valid questionnaire recovery rate of 98.1%. The valid questionnaires were analyzed using Smart Pls 4.0 Partial Least Square Method Structural Equation Modeling (PLS-SEM). The study found that teachers' ICT competence could significantly reduce emotional exhaustion and enhance teachers' well-being. However, there was no significant effect on workplace anxiety. Additionally, well-being was not directly affected by workplace anxiety, and teachers' well-being needs to be mediated by emotional exhaustion to be indirectly affected. Emotional exhaustion plays an important mediating role between teachers' ICT competence and workplace stress, both of which are important mediators of well-being. From a practical point of view, to achieve the Sustainable Development Goals (SDGs) 2030, it is ideal to have good health and well-being for the whole person. This study facilitates the development of strategies to improve the well-being of teachers, which provides an empirical basis for the enhancement of mental health and well-being of educators.

The predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets

This study aimed to examine the predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets. A total of 811 middle school teachers (26.88% females; mean age = 29.77) from Shanghai City, mainland China, participated in the study. The growth mindset inventory, Hofstede’s cultural dimensions, and the school-level environment questionnaire were used to assess teachers’ growth mindset beliefs, cultural orientations, and perceptions of school climates, respectively. Hierarchical multiple regression analyses were applied to test the hypothesized roles of teachers’ cultural orientations and perceived school climates in predicting the formation of their growth mindsets. Two interesting findings were obtained. First, regarding the effect of cultural orientation, teachers’ growth mindset belief was positively predicted by the Confucian dimension of cultural value in relation to long-term orientation but negatively predicted by the dimensions of power distance and uncertainty avoidance. Second, regarding the predictive effect of school climate, growth mindset was positively predicted by three school climate factors: school resources, decision-making, and instructional innovation. These findings provide empirical evidence for the perspectives of social cognitive theory and cultural and ecological psychology by highlighting the contextual sensitivity of growth mindset formation. These findings also have practical implications because they highlight the need to consider cultural and school climate factors in the promotion of teachers’ growth mindsets.

Factors impacting college students’ collaborative learning intention: a social cognitive theory perspective

ABSTRACT Understanding students’ intentions towards collaborative learning (CL) is crucial for efficiently using related learning activities inside and outside the classroom. Based on social cognitive theory (SCT), we propose a framework to explore the impact of contextual and individual factors on students’ intent to engage in CL. We performed structural equation modelling (SEM) to examine the relationships among three environmental factors (fairness, innovation, and social relationships), two intrinsic motivational factors (self-efficacy, outcome expectations), and students’ intent to engage in CL. The findings indicate that building a collaborative climate where students perceive fairness, innovation, and warm social relationships in the classroom facilitates their intention to engage in CL. In addition, students’ intent is influenced by their belief in their ability to engage in CL activities (self-efficacy) and their outcome expectations. The findings have several implications for developing the theory of CL and educational policymaking.

Exploring gender dynamics in cybersecurity education: A self-determination theory and social cognitive theory perspective

The cybersecurity industry is facing two major challenges as cyber threats get more serious: a shortage of skilled workers to defend against these attacks and a noticeable underrepresentation of women in the field, underscoring the critical need for diversity and skill development. This research explores variations in cybersecurity learning based on gender using the frameworks of self-determination and social cognitive theories. Conducted over two years, the research utilized a Capture The Flag (CTF) platform to facilitate learning and assess outcomes. This study explores the gender disparities in key areas such as intrinsic and extrinsic motivation, self-efficacy, conceptual grasp, and performance across five distinct cybersecurity subdomains: web exploitation, cryptography, cyber forensics, binary exploitation, and reverse engineering. The comprehensive evaluation included participant interaction with learning materials, their adeptness in practical exercises, and their achievements in a comprehensive contest covering five essential cross-domain cybersecurity concepts. Pre- and post-study surveys were instrumental in tracking shifts in motivation and self-efficacy levels. Findings pointed to notable gender-based differences in motivational aspects and self-belief following the learning phase, with conceptual understanding and the ability to replicate challenges also varying significantly between genders, highlighting disparities in educational outcomes. Domain-based analysis reveals notable gender differences: male participants excelled in solving reverse engineering and cryptography problems, whereas female participants performed better in cyber forensics and web exploitation challenges. These findings underscore the importance of tailored educational strategies in cybersecurity training to bridge the gender gap and foster a more diverse and capable workforce, addressing both the skill shortage and the need for broader representation in the field.

Entrepreneurial collective efficacy and team effectiveness in new venture teams: an investigation of moderated mediation mechanisms

Purpose Based on the collective agentic perspective of social cognitive theory and supplemented by social support theory, this study aims to investigate how the entrepreneurial collective efficacy of entrepreneurial teams impacts team effectiveness. Specifically, this study hypothesizes that entrepreneurial collective efficacy is a critical factor affecting effectiveness through the mechanism of instrumental support to varying extents, depending on team size. Design/methodology/approach The hypotheses were tested on a Chinese sample of new venture teams (N teams = 81; N individuals = 335). A multisource questionnaire that included questions for team leaders and other team decision makers was designed. The data on entrepreneurial collective efficacy (six items) and instrumental support (four items) comprised the aggregate responses from all team members; the data on team effectiveness (seven items) was reported by team leaders. Findings The findings indicate that entrepreneurial collective efficacy is positively associated with team effectiveness through instrumental support, especially in small teams. Originality/value This study makes important contributions to the research related to exploring in uncertain environments (entrepreneurship) how (instrumental support) entrepreneurial collective efficacy impacts team effectiveness, as well as more particularly under what conditions (team size), all within the specific context of collectivistic cultures (China).

Study on The Implementation Intention of Health Protection Behavior of College Students in Epidemic Situation of Infectious Diseases

From the perspective of social cognitive theory, this paper refines and integrates the theory of protective motivation, the theory of planned behavior and the individual and social environment factors in risk research, a comprehensive analytical framework was built to predict the implementation intention of public health behaviors. Through the investigation of the college students during the epidemic of Covid-19, we found that the willingness of the public to carry out health behaviors was influenced by two kinds of factors: external social environment and individual internal conditions. As far as the external environment is concerned, perceived normative influence of “Significant others” and informational influence from mass media can positively promote the implementation intention of health protection behavior. At the same time, media attention can also indirectly affect the public's willingness to carry out health behaviors through the mediating effects of self-efficacy and coping efficacy, respectively. As far as internal factors are concerned, self-efficacy is the most powerful direct factor to predict individuals' health behaviors. The existence of cognitive deficit and optimism bias results in the failure of the predictive power of the element of threat assessment on the willingness to carry out health behaviors, however, perceived severity can have a negative effect on health behavior intention through the mediation of the “Avoidance” concept. The study also found that the emotional response not only positively affected the intention to carry out healthy behaviors independently of the cognitive assessment process, but also played a positive moderating role between media attention and the intention to carry out healthy behaviors, however, improper risk concept may have a blocking effect on the implementation intention of health behavior.

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

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

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

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

Effect of proactive personality on career adaptability of higher vocational college students: the mediating role of college experience.

For higher vocational students, the college stage is an important period in their career development, and the college experience plays an important role in the relationship between their proactive personality and career adaptability, which in turn has a significant impact on their future career development. From the perspective of social cognitive career theory and taking 476 vocational students as samples, this paper explores the mediating role of college experience between proactive personality and career adaptability of vocational college students. The college experience scale is revised for higher vocational students, and it is verified to have good reliability and validity. SPSS and Amos were used to conduct correlation analysis，and the PROCESS macro was used for mediating effect analysis. The results show that the college experience of vocational students plays a partial mediating role in the effect of proactive personality on career adaptability. This work innovatively uses social cognitive career theory to explore the role of college experience in the relationship between proactive personality and career adaptability among vocational students. The theoretical models are established and empirical verification is conducted, confirming that higher vocational students' college experience can affect their career adaptability. These results provide empirical evidence for vocational colleges to improve the career guidance of college students, and intervention measures are proposed to enhance students' career adaptability during school years, thus promoting their sustainable development.

Does government food demonstration interventioninfluence household dietary diversity in the Upper West Region of Ghana?

Dietary diversity is crucial in ensuring food and nutrition security. In low-middle-income countries, people frequently prioritize the quantity of food they consume over its quality due to a lack of availability and financial limitations. As a result, achieving dietary diversity is often overlooked in favor of ensuring adequate caloric intake. Through a social cognitive theory perspective, our study examines the relationship between food demonstrations and household dietary diversity in Ghana's Upper West Region utilizing cross-sectional survey data from 517 smallholder farmer households. The results from ordered logistic regression presented in odds ratio (OR) show that participating in food demonstrations (OR: 2.585, p<0.01), engaging in home gardening (OR: 1.932, p<0.001), having access to credit (OR: 1.609, p<0.01), self-rated good nutritional status (OR: 1.747, p<0.01), and Waala ethnicity (OR: 3.686, p<0.001) were all positively associated with high household dietary diversity. Conversely, living in the Wa West district was associated with lower dietary diversity (OR: 0.326, p<0.001). Our research findings suggest that policymakers may want to consider implementing community-based educational programs, such as home and school visits for food demonstrations and sensitizations, promoting mother-to-mother support groups for dietary diversity education, nutrition counseling services, and using role-play and local media. In addition, strengthening local agricultural policies through food banks, indigenous seed development, and mobile food markets and enhancing public-private partnerships like the Ghana Schools Feeding Programme and National Food Buffer Stock company could improve the supply chain and distribution networks for diverse food items. Implementing these interventions in the Upper West Region of Ghana could improve health, well-being, food security, and nutritional outcomes.

AI-based virtual assistant and transformational leadership in social cognitive theory perspective: a study of team innovation in construction industry

PurposeThis study social based on cognitive theory (SCT), aims to better understand how transformational leadership affects team-level knowledge sharing and absorptive ability in the construction industry. It also examines the moderating influence of the AI-based virtual assistant on the indirect relationship between transformational leadership and team innovation through knowledge sharing and absorptive ability at the team level.Design/methodology/approachThis study used a simple random sample approach to gather data from several small and medium-sized construction firms in Anhui Province, China. A total of 407 respondents, including 89 site engineers and 321 team members, provided their responses on a five-point Likert scale questionnaire.FindingsThe findings showed that AI-based virtual assistants significantly moderated the direct and indirect association between transformational leadership and knowledge sharing, and subsequently with team innovation. Unexpectedly, the findings showed that AI-based virtual assistant did not moderate the direct relationship between transformational leadership and team-level absorptive capacity.Originality/valueThis study adds a fresh perspective to the literature on construction management by examining team innovation driven by transformational leadership through an underlying mechanism. It is unique in that it uses the team adaptation theory to investigate the understudied relationship between transformational leadership and team innovation in the construction industry.

Generation Z and Indonesian Social Commerce: Unraveling key drivers of their shopping decisions

The landscape of social media has greatly evolved, which created new opportunities, especially in the field of e-commerce. This has led to the development of social commerce (s-commerce), where social media is used for online shopping and business activities, especially for Generation Z (Gen-Z). This study aims to determine the factors that drive Gen-Z's intention to make purchases on s-commerce from the perspective of social cognitive theory. Prior studies have investigated the factors influencing the utilization of s-commerce by Gen-Z, focusing on aspects related to technology, trust, and the s-commerce construct. In contrast, research in Indonesia pertaining the shopping behavior of Gen-Z tends to concentrate more on e-commerce platforms, little of them focusing on s-commerce. Therefore, bridging this gap is crucial. This study gathered data from 204 Gen-Z users of s-commerce. The collected data underwent analysis using Structural Equation Modeling (SEM) procedures. The findings revealed that the intention to purchase among these users is directly impacted by various factors including the quality of information provided, subjective norms, expectations of hedonic outcomes, expectations of utilitarian outcomes, and the users' self-efficacy. This research offers valuable insights and implications for enhancing the shopping experience of Gen-Z through s-commerce. The findings underscore the importance of tailoring s-commerce strategies to meet the unique preferences and behaviors of this demographic. This study highlights that businesses can better engage Gen-Z by understanding what drives their buying decisions. As Gen-Z is tech-savvy and socially connected, knowing these key factors helps businesses create more effective strategies. This research also opens doors for further studies on how s-commerce is changing and its effects on young consumers.

Analysis of Self-Regulation in the Rencong Telang Islamic Society Perspective of Social Cognitive Theory

Analysis of Self-Regulation in the Rencong Telang Islamic Society Perspective of Social Cognitive Theory

A Review of Research on the Influence of Organizational Culture on Employee Innovation Behavior

Organizational culture has always been a mainstream issue of research in the field of organizations, and its connotation has been gradually enriched, perfected and presented a trend of diversification. Innovation is perceived as a critical factor in helping enterprises to retain competitive advantages, while employee innovation behaviour is thought to be the basis for enterprises to innovate. Using the definitions proposed by Chinese and foreign scholars in the past decade for reference and from the perspective of social cognitive theory, this paper, in the form of an argumentative essay, mainly to elaborate the connotation of organizational culture as well as the concept of employee innovation behavior, and it studies on the impact mechanism of organizational culture on employees and defines the research concepts on the impact of employee innovation behavior. And therefore the paper introduces the state of related research in China and abroad by outlining and summarizing the existing research, and points out that an organization creating atmosphere of encouragement for innovation can stimulate the employee’s sense of self-efficacy and further make the individuals sense of self-reliance, sense of efficacy, which in turn leads to a sense of innovation among individual employees. This paper theoretically shows that organizational culture plays a rather positive part in guiding individual employee to display innovative behaviors, and by summarizing and reviewing the existing studies, it points out the future development prospect of this field, which will provide reference and help for the subsequent researchers to carry out their studies.

From growth and fixed creative mindsets to creative thinking: an investigation of the mediating role of creativity motivation.

Studies documenting and seeking to understand the mindset effect have yielded mixed and inconclusive findings. The present study sought to address the research question pertaining to the mindset effect on creative thinking and its underlying mechanism from the perspectives of social cognitive theory and mindset theory, which postulate a motivational mechanism underlying the mindset-creativity link. Specifically, this study aimed to examine the mediating role of creativity motivation in the effects of growth and fixed creative mindsets on creative thinking. A convenience sample of 948 college students from three universities in Hong Kong participated in the study. Creative mindset, creativity motivation, and creative thinking were assessed using the Chinese version of the Creative Mindset Scale, the Creativity Motivation Scale, and the Test for Creative Thinking-Drawing Production (TCT-DP), respectively. Lending support to the perspectives of social cognitive and mindset theories, the results of mediation analyses conducted using Preacher and Hayes's bootstrapping approach indicated that creativity motivation had partial mediating effects on the positive and negative roles of growth and fixed mindsets, respectively, in creative thinking. Enriching the research on the motivation mechanism underlying the impacts of creative mindsets on creative thinking, the results further illustrated that creativity motivation has a stronger mediating effect on the impact of growth creative mindset on creative thinking than on that of fixed creative mindset. The possible theoretical and educational implications of the findings of this research are discussed.

The Relationship Between WeChat False Information Exposure and the Behavior and Cognitive Level of Chinese College Students --From the Perspective of Social Cognitive Theory

The Relationship Between WeChat False Information Exposure and the Behavior and Cognitive Level of Chinese College Students --From the Perspective of Social Cognitive Theory