Principles Of Social Cognitive Theory Research Articles

Study protocol: Collaboration Oriented Approach to Controlling High blood pressure (COACH) in adults – a randomised controlled trial

IntroductionHypertension, the clinical condition of persistent high blood pressure (BP), is preventable yet remains a significant contributor to poor cardiovascular outcomes. Digital self-management support tools can increase patient self-care behaviours...

Analysis of correlating factors: Social media addiction in Shanghai's Generation Z

In the current digital era, the way Generation Z interacts with social media, particularly in vibrant cities like Shanghai, is significant and varied. This study, influenced by Bandura's Social Cognitive Theory (SCT), investigates the detailed motivations behind Generation Z's online behavior and examines how these motivations might relate to the risk of becoming addicted to social media. We carefully gathered data from 318 participants, mainly aged 22 to 28, from various socio-cultural backgrounds in Shanghai. Using SPSS for detailed analysis, we applied descriptive statistics and Pearson correlation analyses to identify patterns and relationships. The initial results show that Generation Z in Shanghai is heavily involved in the digital world, and their social media use aligns with the principles of SCT, including observational learning, reciprocal determinism, and self-efficacy. This study adds to the growing body of research on digital behavior, emphasizing the importance of understanding the complex effects of social media on individual lives and society as a whole.

Developing optimized physical activity interventions for drug-resistant epilepsy: Challenges and lessons learned from a remote exercise intervention pilot trial

People with epilepsy (PWE) stand to benefit significantly from increasing their physical activity, but promotion of physical activity is difficult in any population; a challenge compounded by the unique barriers encountered by PWE, especially those with drug-resistant epilepsy (DRE). This study explores the feasibility of a remotely delivered, 12-week aerobic exercise program based on social cognitive theory principles in adults with DRE. This line of research is nested within the Multiphase Optimization Strategy (MOST), a framework that emphasizes iterative early pilot work (preparation phase research), followed by iterative optimization phase research. Ten participants were recruited, and four out of ten completed the study, resulting in 3.8 % recruitment from those preliminarily eligible by chart review, and 40 % retention. While acceptability was high among those who completed the study, recruitment, retention, and uptake were low. Three key related lessons learned emerged: 1) low appeal of an exercise intervention in our population of DRE 2) barriers related to comorbid mental health struggles, and 3) fear of seizures. How to best approach physical activity promotion in PWE, particularly DRE, will require a somewhat novel approach involving iterative pilot work and optimization before large scale efficacy trials and implementation can be achieved.

英语写作教学中多元反馈方式的研究综述及教学启示

Amid the ongoing new curriculum reform in China and the evolving landscape of English writing evaluation methods and teaching philosophies, the feedback approach for writing is undergoing continuous refinement, moving towards a multi-feedback model. This paper, drawing from the principles of social cognitive theory, dynamic assessment theory, and self-regulated learning theory, delves into the relevant literature concerning multi-feedback modes in English writing instruction. It examines the practical significance of employing multi-feedback techniques and offers fresh insights into their application in English writing education. Educators are encouraged to experiment with diverse approaches to English writing feedback, empowering students to take a leading role in the process, and fostering the development of students' core literacy skills.

Theory and Application in Personality Science: The Case of Social-cognitive Theory

This article reviews the development of theoretical concepts and applications of basic findings in personality psychology. It does so primarily by focusing on social-cognitive theories of personality structure and functioning. These include the foundational theories of Bandura and Mischel and the subsequent KAPA model of Cervone. Three central themes in social-cognitive conceptions are identified: (a) a focus on individuals rather than on summaries of individual differences in the population, (b) attention to causal mechanisms underlying action and experience and (c) the study of persons in context, including attention to psychological processes through which people assign meaning to diverse settings and life challenges. These emphases facilitate applications, as is illustrated by a review of applied efforts in developing societies that capitalise on principles of social-cognitive theory, including assessments guided by the KAPA model.

Social Cognitive Theory, Driving Cessation, and Alternative Transportation in Later Life.

Having viable alternative transportation options could help individuals stop driving when appropriate. This study employs the Social Cognitive Theory (SCT) to understand the barriers and facilitators of alternative transportation among a sample of adults aged 55 and older (N = 32). Using a daily transportation data collection app, MyAmble, the research team asked participants questions structured around environmental, individual, and behavioral factors as outlined in the SCT framework. Responses were analyzed using directed content analysis. Findings suggest a substantial reliance on motor vehicles and it was evident that many participants had never seriously considered what they would do if they could no longer drive. We posit that SCT principles may be applied to help older adults build self-efficacy to transition to driving cessation when needed.

Feasibility of a Remote-based Nutrition Education and Culinary Skills Program for Young Adults With Autism Spectrum Disorder

ObjectiveTo evaluate the feasibility of a remote-based nutrition education and culinary skills program for young adults with autism spectrum disorder (ASD). MethodsThirteen young adults with ASD (26.6 ± 4.4 years; 77% male) participated in a remote-based nutrition program twice a week over 12 weeks. Principles of Social Cognitive Theory were used to develop the curriculum, which focused on nutrition education and meal preparation. Feasibility was assessed through attendance records, retention rates, duration/frequency of participant engagement, session notes, and participant interviews. ResultsThe program had a 13% refusal rate and a 7% attrition rate. Participants had a session attendance rate of 83%. Session notes revealed that the remote format offered several methods of participant communication and captured evidence of family support. Interview themes included increased nutrition-related knowledge, self-efficacy, and behavioral capability. Conclusions and ImplicationsThe remote-based nutrition program met feasibility benchmarks for adherence and retention and was well-accepted by participants. A remote-based format for nutrition interventions can reach a wider range of young adults with ASD; however, input from the target population should be considered in the development of the program.

Cognitive Behavior-Based Programming to Increase Physical Activity and Control Overweight/Obesity in Youth: An 18-Year Research Program Informing Novel Curricula.

IntroductionBecause only 42% of elementary school-aged children and 8% of adolescents complete the recommended amount of physical activity, programs beyond physical education are required to address this inadequacy and the associated rise in overweight/obesity. ObjectiveOur 18-year research program, conducted through the lens of accepted behavioral theory, field-based investigations, and predictive models intended to shape programs to address physical inactivity and high body mass index in youths, was reviewed. ResultsIn research-to-practice task 1, studies evaluated a cognitive-behavioral elementary afterschool treatment developed from principles of social cognitive theory. It provided exercise/physical activity through an individualized goal-setting perspective and training in self-regulatory skills such as restructuring unproductive self-talk. In task 2, the research program focused on favorable associations between treatment-induced improvements in physical self-concept, the overall self, physical appearance, exercise-related self-efficacy, and mood; it also focused on increased physical activity and reductions in excess weight. Program adaptations for preschool and middle school were also found productive. As the treatment model was extended in research-to-practice task 3, a refined focus on self-regulation, self-efficacy, and mood yielded findings of enhanced effects. In task 4, protocol adaptations intended for youths with severe obesity, additional diabetes risks, and candidacies for bariatric surgery were reported. Finally, the reviewed research evaluated treatment adjuncts that incorporate technology. ConclusionOur program of field research yielded progress on physical inactivity and high body mass index in youths via psychosocial pathways. Findings suggested medical professionals more strongly attend to physical inactivity and weight issues in their young patients while seeking evidence-based methods to induce ongoing behavioral progress.

Applying social cognitive theory to placement learning in business firms and students’ entrepreneurial intentions

Building upon the social cognitive theory, this study examines the environmental and person factors that influence students' entrepreneurial intentions. Also, it examines the mediating effect of entrepreneurial self-efficacy and entrepreneurial creativity, and the moderating effect of entrepreneurial passion on placement learning in business firms and entrepreneurial intentions. Using time-lag data from 273 university students who had completed the placement learning programme in 71 business firms, we test the moderated mediation model. Findings indicate that the conditional indirect effect of placement learning in business firms on students' entrepreneurial intentions via entrepreneurial self-efficacy was significant and contingent upon the level of students' entrepreneurial passion (-1SD, Mean and +1SD), whereas, the conditional direct effect on students’ entrepreneurial intentions was only contingent on entrepreneurial passion only on the average and high levels. Our study progresses the principles of social cognitive theory and links placement learning in business firms and entrepreneurial intentions.

Effects of High-Intensity Interval Training Protocols on Liver Enzymes and Wellness in Women.

Background Single-modality, high-intensity interval training (HIIT) using traditional cardiorespiratory exercise selection has been found to provide similar and sometimes superior cardiometabolic effects compared with moderate-intensity continuous training. However, little is known regarding the cardiometabolic and psychosocial effects of HIIT using resistance training modalities. Therefore, this study aims to compare the effects of HIIT using rowing (R-HIIT) and multimodal HIIT (MM-HIIT) using resistance training on liver enzymes, cardiometabolic risk factors, and psychosocial outcomes. Method Recreationally active females with a body mass index <30 kg/m2 (N = 16, 23.0 ± 5.9 years) were randomized into a MM-HIIT or R-HIIT group and completed a 12-week HIIT intervention (ClinicalTrials.gov registration number: https://clinicaltrials.gov/ct2/show/NCT03093441) using principles of social cognitive theory (SCT). Participants completed pre- and postintervention measurements on anthropometrics, resting heart rate, blood pressure, blood measures (lipids, liver enzymes, and glucose), exercise self-efficacy, and perceived wellness. Analysis of covariance was used to examine differences in postintervention measures between groups after controlling for baseline values, waist circumference, and waist-to-height ratio. Results R-HIIT group had significantly decreased alanine aminotransferase (mean difference = 13.16, P=0.013, effect size (ES) = 0.44, confidence interval (CI) = 3.40 to 22.92) and aspartate aminotransferase (mean difference = 10.79, P=0.024, ES = 0.38, CI = 1.67 to 19.90) levels compared with the M-HIIT group, and the whole group had improved wellness scores (14.72 ± 2.6 to 16.89 ± 2.76, P=0.002). Conclusion R-HIIT may be an effective preventative method for improving liver health in females without obesity. When using principles of SCT, HIIT may enhance overall well-being.

The Effect of Digital Device Usage on Student Academic Performance: A Case Study

The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.

Enlisting the power of youth for climate change.

Despite efforts by the adult generation to stem the rise of global warming, the planet is getting hotter every year. The present article analyzes, within the framework of social-cognitive theory, highly resourceful youth conducting environmental programs that curtail heat-trapping gases and protect various ecological supports of life. The children's intuitive principles of change closely matched the formal principles of social-cognitive theory. Social media equip youth with unlimited reach and promote large-scale environmental impact. Their ingenious practices provide the foundation for a powerful youth environmental movement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A total facility approach to reducing HIV stigma in health facilities: implementation process and lessons learned.

To describe development and implementation of a three-stage 'total facility' approach to reducing health facility HIV stigma in Ghana and Tanzania, to facilitate replication. HIV stigma in healthcare settings hinders the HIV response and can occur during any interaction between client and staff, between staff, and within institutional processes and structures. Therefore, the design focuses on multiple socioecological levels within a health facility and targets all levels of staff (clinical and nonclinical). The approach is grounded in social cognitive theory principles and interpersonal or intergroup contact theory that works to combat stigma by creating space for interpersonal interactions, fostering empathy, and building efficacy for stigma reduction through awareness, skills, and knowledge building as well as through joint action planning for changes needed in the facility environment. The approach targets actionable drivers of stigma among health facility staff: fear of HIV transmission, awareness of stigma, attitudes, and health facility environment. The results are the three-stage process of formative research, capacity building, and integration into facility structures and processes. Key implementation lessons learned included the importance of formative data to catalyze action and shape intervention activities, using participatory training methodologies, involving facility management throughout, having staff, and clients living with HIV facilitate trainings, involving a substantial proportion of staff, mixing staff cadres and departments in training groups, and integrating stigma-reduction into existing structures and processes. Addressing stigma in health facilities is critical and this approach offers a feasible, well accepted method of doing so.

After Ringing the Bell: Receptivity of and Preferences for Healthy Behaviors in African American Dyads Surviving Lung Cancer.

To explore receptivity of and preferences for risk-reducing health behavior changes among African American survivors of early-stage lung cancer and their family members. 26 African American non-small cell lung cancer survivor-family member dyads were recruited from two cancer programs in the southeastern United States. Social cognitive theory principles guided the design and implementation of focus groups. Descriptive statistics were used to summarize the data, and thematic analysis was used to interpret the transcripts from the focus groups. The following four themes were identified. Participants emphasized the need for improved provider communication. Pragmatic communication interventions for providers, survivors, and family members may facilitate behavior change and improve outcomes among underserved populations.

Meeting patients where they are: improving outcomes in early chronic kidney disease with tailored self-management support (the CKD-SMS study)

BackgroundTo achieve optimal health outcomes, people with chronic kidney disease must make changes in their everyday lives to self-manage their condition. This can be challenging, and there is a need for self-management support interventions which assist people to become successful self-managers. While interventions have been developed, the literature in this area is sparse and limited by lack of both individualisation and sound theoretical basis. The aim of this study was to implement and evaluate the Chronic Kidney Disease-Self-Management Support intervention: a theory-based, person-centred self-management intervention for people with chronic kidney disease stages 1–4.MethodsA single-sample, pre-post study of an individualised, 12-week intervention based upon principles of social-cognitive theory and person-centred care was conducted with patients attending outpatient renal clinics in Queensland, Australia (N = 66). Data were collected at T0 (pre-intervention) and T1 (post-intervention). Primary outcomes were self-efficacy and self-management behaviour.ResultsThere were significant, small-to-medium improvements in primary outcomes (self-efficacy: mean difference + 0.8, 95% CI 0.3–1.2, d = 0.4; self-management behaviour: mean difference + 6.2, 95% CI 4.5–7.9, d = 0.8). There were further significant improvements in secondary outcomes (blood pressure, disease-specific knowledge, physical activity, fruit and vegetable consumption, alcohol consumption, health-related quality of life, psychological distress, and communication with healthcare providers), with effect sizes ranging from negligible to large (all ps < .05).ConclusionsSocial-cognitive theory shows promise as a framework for providing effective person-centred self-management support to patients within this population, and longer-term evaluation is needed.Trial registrationAustralian New Zealand Clinical Trials Registry ACTRN12618000066280. Retrospectively registered 17/01/2018.

Perceived Parental Behaviors and Next-Generation Engagement in Family Firms: A Social Cognitive Perspective

Next-generation engagement is a key contributor to the success and continuity of family firms. Family relationships are an important factor in shaping such engagement. However, we know little as to how this engagement process unfolds, especially during the formative years of next-generation members. Using the principles of social cognitive theory and drawing on the career development, organizational behavior, and family business literature, we theorize the indirect influence of perceived parental support and psychological control on next-generation engagement in family firms through the mediating variables of self-efficacy and commitment to the family business. We discuss several possible avenues to test and extend this model in future research.

HIV Stigma Reduction for Health Facility Staff: Development of a Blended- Learning Intervention.

Introduction: The effect of stigma on health and health inequity is increasingly recognized. While many medical conditions trigger stigmatization, the negative effects of HIV stigma are particularly well documented. HIV stigma undermines access, uptake, and adherence to both HIV prevention and treatment. People living with HIV face stigma in all aspects of their daily lives; however, stigma in the health system is particularly detrimental. A key component for health facility stigma-reduction interventions is participatory training of staff, often through several days of in-person training. Though this approach shows promise, it is time intensive and poses challenges for busy health facilities. In response, the DriSti study has developed a brief blended-learning approach to stigma reduction in Karnataka State, India. This paper describes the process and final content of the intervention development. The intervention is currently being tested. Final evaluation results will be published upon study completion.Methods: Grounded in behavior change strategies based on social cognitive theory principles that stress the importance of combining interpersonal interactions with specific strategies that promote behavior change, we used a three-phase approach to intervention development: (1) content planning—review of existing participatory stigma-reduction training activities; (2) story boarding—script development and tablet content production; and (3) pilot testing of tablet and in-person session materials.Results: The final intervention curriculum consists of three sessions. Two initial self-administered tablet sessions focus on stigma awareness, attitudes, fears of HIV transmission, and use of standard precautions. The third small group session covers the same material but includes skill building through role-play and testimony by a person living with HIV. A study team member administers the tablet sessions, explains the process, and is present throughout to answer questions.Conclusion: This paper describes the theoretical underpinning and process of developing the blended-learning curriculum content, and practical lessons learned.The approach covers three key drivers of HIV stigma—stigma awareness, fear of HIV transmission, and attitudes. Developing video content for the self-directed learning is complex, requires a diverse set of people and skills, and presents unexpected opportunities for stigma reduction. Co-facilitation of the in-person session by someone living with HIV is a critical component.

RESIDENTS’ AND RECENT GRADUATES’ PERSPECTIVES ON SIMULATION TRAINING IN NEONATAL RESUSCITATION COMPETENCY ACQUISITION

Abstract BACKGROUND Simulation training has been incorporated into Canadian residency programs in order to teach both the technical and behavioral skills of resuscitation. Current literature speaks to ‘improvement’ in skills following a simulation encounter. Residents’ perspectives on competency acquisition through simulation training have not been previously reported. OBJECTIVES To explore the perspectives of residents and recent graduates on simulation as an educational modality for competency acquisition in neonatal resuscitation DESIGN/METHODS This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and paediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Data validity was optimized through member checking and triangulation of themes across investigators. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. RESULTS Participants recognized the important role of simulation which allowed for a safe space to practice in order to become familiar with the algorithm and the equipment of resuscitation. Strengths associated with simulation training included: teaching geared toward the junior learner on the team, the opportunity to build and consolidate learning, and ideal preparation for examinations. In particular, given the current limited neonatal clinical exposure (constraints of reduced workload and hours), simulation was often seen as the trainee’s only opportunity for leading resuscitation. However, both groups of participants highlighted that for neonatal resuscitation the technology was less important than the scenario itself, i.e. ‘high fidelity is not the doll, it’s the stress of the situation’. They identified a lack of the ‘fear’ element in simulated scenarios, with a controlled comfortable environment, artificial ‘time component’, and ‘hypothetical resolution’ of every scenario. Finally, participants identified another potential pitfall of simulation which led to overconfidence and a false sense of expertise that cannot be translated to the ‘real baby’. CONCLUSION Participants perceived simulation to be a useful training modality for aspects of competency acquisition in neonatal resuscitation but highlighted a number of challenges and gaps toward preparedness for practice. In the development of future curricula in competency based training models, educators should consider in the design, graduated levels of simulation aimed toward transition to practice.

PERSPECTIVES ON NEONATAL RESUSCITATION TRAINING IN A CANADIAN PEDIATRIC RESIDENCY PROGRAM: COMMUNITY VERSUS TERTIARY CARE EXPERIENCES

Abstract BACKGROUND The competencies involved in neonatal resuscitation include a thorough knowledge of transitional neonatal physiology as well as technical expertise, the ability to lead a multidisciplinary team, and appropriate management of resources. In Canadian paediatric training programs, residents acquire neonatal resuscitation competency in both community and tertiary care settings. There is limited literature regarding experiences of training in variable settings and no literature with respect to the integration of neonatal competency acquisition across training environments. OBJECTIVES To explore residents’ and recent paediatric graduates’ perspectives on acquisition of competencies and neonatal resuscitation training in community and tertiary care centers. DESIGN/METHODS This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and paediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Data validity was optimized through member checking and triangulation of themes across investigators. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. RESULTS Overall, the participants described a large ‘disconnect’ (lack of communication and congruence of curriculum) between community and tertiary training environments for neonatal resuscitation. Inherent challenges in the community included the variable skill and experience of the interdisciplinary team, availability of resources, and a lack of confidence in their own leadership. In addition, gaps in preceptor knowledge and communication were identified. Strengths of the community setting included: more autonomy for the learner, a high volume of clinical cases with particular emphasis on the ‘normal’; and opportunity for observed feedback with preceptors. In comparison, tertiary center experiences were perceived to be ‘overwhelming’ with a demanding workload and limited opportunity for direct observation and feedback from faculty. Strengths of the tertiary center experience included: variety and high volume of acute clinical cases, facilitating technical skill expertise and self-confidence; and a strong academic focus on physiology and knowledge translation. CONCLUSION Participants described both valuable opportunities and challenges for training and competency acquisition in neonatal resuscitation in tertiary and community settings. Integration of curricula or competencies across settings and across residency level of experience was lacking. This work suggests areas for collaboration within and across training centres to align opportunities in neonatal resuscitation competency training.

A randomised safety promotion intervention trial among low-income families with toddlers

BackgroundToddler-aged children are vulnerable to unintentional injuries, especially those in low-income families.ObjectiveTo examine the effectiveness of an intervention grounded in social cognitive theory (SCT) on the reduction of home safety...