Social Cognitive Model Research Articles

Adolescent identity styles and avatar perception: examining the link between identity formation and virtual representation

Identity formation is a fundamental developmental task during adolescence, significantly influenced by how individuals are judged by others. In today’s digital age, such judgements increasingly occur in virtual settings, where the focus often shifts from the user to their virtual representation, or avatar. One of the most relevant frameworks for understanding the process of identity formation is Michael Berzonsky’s social-cognitive model of identity formation, which identifies three distinct identity processing styles: informational, normative, and diffuse-avoidant. This study explores whether correlations exist between adolescent identity styles and external judgements of their avatars. The sample consisted of 130 adolescents (75 females, 55 males), aged between 15 to 17 years. The research participants were instructed to create their own avatars and subsequently control their movements within an arcade game. Following this, the participants completed the Identity Style Questionnaire to determine their identity processing style. Field experts then evaluated the adolescents’ avatars based on several dimensions: masculinity/femininity of the nickname, unconventionality of the nickname, masculinity/femininity of the character, style of clothing (extravagance), attractiveness, friendliness, intelligence, sociability, and trustworthiness of the character, as well as character’s activeness and openness to experience. The results revealed significant correlations between the informational and normative identity styles and the avatars’ physical and psychological attributes as evaluated by experts. These findings provide valuable insights from a developmental psychology perspective and hold practical implications for interdisciplinary collaborations between psychologists and developers, particularly in designing educational and therapeutic computer games.

Neuropsychology of social cognition: culture, display rules, and emotional expressivity

ABSTRACT Introduction We investigated the roles of group ethnicity and display rules of emotions in the neuropsychology of social cognition in Asian American and White participants recruited from a majority-minority college campus. Method 128 participants (mean age = 24.9 years) completed: 1) Advanced Clinical Solutions-Social Perception (ACS-SP), which includes separate measures of affect naming of facial expressions and emotional prosody interpretation of audio statements; 2) Display Rule Assessment Inventory (DRAI), a self-report measure of emotional expressivity across four settings (family, close friends, colleagues, and strangers) and in two distinct domains (should/actual) that asks participants what they believe people should do (social value) and what they would actually do (behavioral self-report). Results ACS-SP revealed evidence of cultural bias, as reflected by group ethnicity differences, for recognition of emotional prosody but not emotional facial expressions for Asian American versus White participants. The DRAI showed significant cultural differences only for family relationships with White participants endorsing stronger belief in the social value of expressing negative emotions of sadness, aversion, and fear. These AC-SP and DRAI group differences remained significant when covarying for spoken English language, as measured by an oral word reading test. Hierarchical regression results indicated that group ethnicity and family display rules each made specific and significant contributions to neuropsychological performance but did so in very different and distinct ways. Group ethnicity exerted its greatest effect on prosody interpretation whereas family display rules had its most pronounced influence on affect naming. Conclusions The current results may help inform and advance culturally responsive neuropsychological models of social cognition.

Older and younger job seekers' attention towards metastereotypes in job ads.

Building on social identity theory and cognitive models on information processing, the present paper considered whether and how stereotyped information in job ads impairs older/younger job seekers' job attraction. Two eye-tracking experiments with older (Study 1) and younger job seekers (Study 2) investigated effects of negatively metastereotyped personality requirements (i.e., traits) on job attraction and whether attention to and memory for negative information mediated these effects. Within-participants analyses showed for both older and younger job seekers that job attraction was lower when ads included negative metastereotypes and that more attention was allocated towards these negative metastereotypes. Older, but not younger job seekers, also better recalled these negative metastereotypes compared to not negative metastereotypes. The effect of metastereotypes on job attraction was not mediated by attention or recall of information. Organizations should therefore avoid negative metastereotypes in job ads that may capture older/younger job seekers' attention and lower job attraction.

Analyzing early childhood allergy prevention motivation of mothers of infants and its predictors using latent class analysis and structural equation modelling

BackgroundAllergic diseases are among the most common chronic diseases in childhood. Early childhood allergy prevention (ECAP) behaviors of those caring for the infant during pregnancy and the first months of life may influence the risk of allergy development over the life course. Motivation and intention to use appropriate primary ECAP measures are thus of critical importance.AimsTo characterize parental ECAP motivation, (a) valid indicators will be developed and (b) typical parental characteristics will be identified. (c) According to socio-cognitive models, the predictive value of parental risk perception, control belief and self-efficacy for parental ECAP motivation shall be determined.MethodA sample of N = 343 (expectant) mothers of infants completed a questionnaire on self-reported ECAP motivation, risk perception, control belief, and self-efficacy. The cross-sectional data were analyzed using latent class analysis and structural equation modelling including nominal regression models.ResultsFour typical maternal response profiles (motivated to a customary degree, 70%; motivated to use primary preventive measures, 17.8%; reluctant towards new prevention measures, 6.4%; highly motivated to apply preventive measures in case of an existing allergy, 5.8%) could be identified for the items on ECAP motivation. After splitting the model variables “risk perception” (allergy vs. allergy-associated general health problems) and “self-efficacy” (trust vs. insecurity) a satisfactory model-fit was achieved (CFI = .939; RMSEA = .064). Particularly, increased “risk perception-allergy” (OR = 1.655) and “self-efficacy-insecurity” (OR = 2.013) as well as lower “risk perception-general health” (OR = 0.555) and “control belief” (OR = 0.217), respectively, are associated with higher ECAP motivation.ConclusionThe use of ECAP-measures by parents to protect their newborns from allergies is important, but there are deficiencies in their implementation. Based on a social cognitive model approach, predictive characteristics could be identified, which are associated with increased motivation to implement ECAP-measures. For public health our findings provide a promising basis for conception of behavioral and environmental ECAP prevention measures and their motivated implementation by parents.

Empowering Unvaccinated Youth: Feasibility, Acceptability, and Efficacy of a COVID-19 Serious Game-Based Intervention.

Objective: To evaluate a serious game-based intervention's feasibility, acceptability, and efficacy in encouraging coronavirus disease (COVID-19) vaccination among 11-14-year-olds in the United States and assess participant experiences. Materials and Methods: The study, grounded in social cognitive theory and health belief model, recruited and engaged 32 English-speaking parent-child dyads with unvaccinated youths via snowball sampling and social media outreach. These dyads were randomly assigned to either the COVID-19 serious game-based intervention group (n = 16) or a usual caregroup (n = 16). The study measured beliefs, self-efficacy, and intentions regarding vaccination using surveys before and after the intervention, with follow-up at 2 months to evaluate vaccine uptake. Semistructured interviews provided insights into the gaming experience and study process. Results: All 32 eligible parent-youth dyads (16 in each group) completed the study with full participation. Most participants were Black or African American fathers, making up 75% and 81.3% of the intervention and control groups, respectively. The intervention impacted vaccine uptake, with 75% of the intervention group vaccinating their children compared with 37.5% of the control group [χ2(1, n = 32) = 4.57, P = 0.033]. Key factors for vaccine uptake included parents' motivation and youths' perceived susceptibility, with correlations of r(30) = 0.66, P = 0.006, and r(30) = 0.55, P = 0.029, respectively. The intervention reshaped youth perceptions about self and community protection. Participants expressed overall satisfaction with both the intervention and the study process. Conclusions: The intervention was found to be feasible and acceptable, with potential for integration into youth vaccination strategies to support COVID-19 vaccine decision-making.

Conceptualization of Depression among Medical Students and Its Differences during Medical Education.

The definition of mental disorders has been traditionally a matter of discussion, and it has relevant implications in research and healthcare. Our aim was to explore the conceptualization medical students have of depression and to determine differences across academic years. The Maudsley Attitudes Questionnaire was adapted through a double translation, double back-translation and a preliminary validation, obtaining a Spanish edition. All students of the Faculty of Medicine of the University of Zaragoza and doctors who graduated from this University in 2020 were invited to answer the online questionnaire, and we received 222 answers (response rate: 15.2%). The results were compared by years and levels of education using an ANOVA. The social realist, behavioral, biological, cognitive and psychodynamic models were the most endorsed. The psychodynamic and nihilist models were less embraced by students in later educational years. These students also reported greater confidence in their understanding of depression and of its biological, cognitive and behavioral models. In conclusion, the conceptualization of depression among medical students is complex and multidimensional, and appears to be similar across different years of education. In later years, we found less support for the psychodynamic model, increased confidence in psychiatry and greater ease in handling the concepts of its leading models.

Gods of Participation

This paper is a theoretical discussion of how the relation between religion and morality – one of the main research areas in the cognitive and evolutionary sciences of religion (CESR) – may be rephrased in terms of 4E cognition. This aim is realized through redefining morality and religion in terms of participatory sense-making – a model of social cognition situated within the 4E framework. This paper explains the basic tenets of the 4E (embodied, embedded, extended, and enactive) approach to cognition. It clarifies how the notion of mental representations – pivotal for any theorizing within CESR – can be fitted within this model by adopting a radical enactive cognition view. It then proceeds to define participatory sense-making and demonstrate how morality as a system for regulating cooperative behavior fits this concept. Finally, it discusses the role of representations of gods’ moral concerns in reinforcing morality. It argues that focusing on the meaning-making potential of social interactions can elucidate where these representations come from and how they unfold.

Understanding the Psychosis Spectrum Using a Hierarchical Model of Social Cognition.

Social cognitive impairments are central to psychosis, including lower severity psychosis-like experiences (PLEs). Nonetheless, progress has been hindered by social cognition's poorly defined factor structure, as well as limited work examining the specificity of social cognitive impairment to psychosis. The present study examined how PLEs relate to social cognition in the context of other psychopathology dimensions, using a hierarchical factors approach to social cognition. Online community participants (N = 1026) completed psychosis, autism, and personality disorder questionnaires, as well as 3 social cognitive tasks that varied in methodology (vignette vs video) and construct (higher- vs lower-level social cognition). Exploratory (EFA) and confirmatory factor analyses (CFA) were used to model social cognition, with the best models being examined in association with PLEs and psychopathology dimensions. EFA and CFA supported a hierarchical model of social cognition, with 2 higher-order factors emerging: verbal/vignette task methodology and a multimethod general social cognition factor. These higher-order factors accounted for task-level associations to psychopathology, with relations to positive symptoms (r = .23) and antagonism (r = .28). After controlling for other psychopathology, positive symptoms were most clearly related to tasks with verbal methodology (β = -0.34). These results suggest that broad social cognitive processes and method effects may account for many previous findings in psychosis and psychopathology research. Additionally, accounting for broad social cognitive impairment may yield insights into more specific social cognitive processes as well.

Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study

ABSTRACT Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL.

Assessing perceptions of flea and tick infestation risk in Southeast Queensland, Australia

Social cognitive models are useful for improving our understanding of the relationship between people's health beliefs and disease risks and have been widely employed in human medicine. In veterinary science, there is little research about owners' perceptions of pet health and parasitic infections/infestations, despite the risk of transmission of zoonotic pathogens by ectoparasites. This study investigated the effects of demographic factors on pet owner's perception of ectoparasite infestation risk and behaviours related to animal health in southeast Queensland, Australia employing the Health Belief Model (HBM). A total of 241 dog owners were surveyed in 2018. The electronic survey was generated through SurveyMonkey and distributed utilising UQ SVS and Royal Society for the Prevention of Cruelty to Animals (RSPCA) email networks, informative posters and brochures placed in selected veterinary clinics, and in-person visits to dog parks. The relationship between dog owners' perception of flea and tick infestation risk was assessed using an adaptation of the Health Belief Model, social cognitive framework for health protection. Most survey respondents were between 26 and 45 years of age (40%), identified themselves as females (83%) and had a bachelor's degree (43%). Our results indicate that female owners had greater level of health concern related to ectoparasites compared to males. Similarly, owners aged 18 to 25, with a grade 10 to 12 level of attained education and living predominately in a rural setting showed greater level of health concern related to ectoparasite infestations. The results also indicated that cat owners had on average, higher levels of health concern than dog owners. Our study indicates that the perceptions of pet owners towards perception of flea and tick infestation risk varies demographically, and owner education is an important predictor of prevention behaviours towards tick and flea infestation of pets.

Young adults perceived future employability: testing a social cognitive career model

Young adults perceived future employability: testing a social cognitive career model

Exploratory actions as mediators of the association between career exploration self-efficacy and decisional outcomes: Does exploration type matter?

This study used a short-term longitudinal design to test the social-cognitive model of career self-management's (CSM) theorized pathway in which exploratory actions mediate the association between career exploration self-efficacy and decisional outcomes. The study clarifies the role of exploratory actions in the decision-making process by distinguishing between self-exploration and environmental exploration. College students ( N = 136; 77% female; mean age = 18.71 years [ SD = 1.19]; 47% with undeclared majors) completed an online survey assessing self-efficacy for self-appraisal and self-efficacy for obtaining occupational information. A month later, they reported the frequency of their engagement in self-exploratory and environment-exploratory actions over the past month and completed measures of two decisional outcomes reflecting readiness to make career decisions (vocational identity and need for additional occupational information). The CSM's mediational pathway was supported with respect to self-exploration but not environmental exploration. I discuss implications for the CSM model and for career-development interventions.

Longitudinal test of the social cognitive model of well-being among Chinese college students

Since the social cognitive model of well-being in academic\\work settings was proposed, more and more studies have supported its validity. Nevertheless, most studies failed to test the temporal precedence of its core variables related to individual career development. Thus, we aimed to test this model among 1512 Chinese college students with a longitudinal perspective. They completed the Career-related Parental Support Inventory, Career Exploration and Decision Self-Efficacy-Brief Decision Scale, Career Commitment Making Scale, and Multiple Happiness Questionnaire three times being a four-month interval. The result indicated that there were more positive predicting associations between career-related parental support, career decision self-efficacy (CDSE), career commitment making, and well-being. Moreover, the longitudinal mediation analyses indicated that T1 career-related parental support was linked to T3 well-being via T2 career commitment making, and that T1 CDSE was linked to T3 well-being via T2 career commitment making. The implications of these findings for further research, practices, and policy-making were discussed.

Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies

Teacher feedback and self-regulated learning (SRL) are crucial in English as a foreign language (EFL) writing and instruction. However, little work has explored how these two constructs jointly influence writing. This study aimed to examine the relationships between teacher feedback, students' use of writing SRL strategies, and English writing proficiency. Data were used from 691 EFL learners in five universities in mainland China. The results indicated that all types of teacher feedback did not significantly predict students' English writing proficiency but writing SRL strategies did. Besides, all types of teacher feedback significantly predicted writing SRL strategies. Writing SRL strategies mediated the relationships between four types of teacher feedback (i.e., verification feedback, directive feedback, scaffolding feedback, teacher praise)and English writing proficiency. After adding gender as a covariate, two SEM results yielded significant changes: teacher criticism did not predict writing SRL strategies ; writing SRL strategies were not a mediator in the association between scaffolding feedback and English writing proficiency anymore. The findings not only empirically support the social cognitive model of self-regulated writing, but inform us of the importance of using SRL writing strategies in addition to providing varied types of feedback information to enhance students’ English writing proficiency.

Family migration and well-being of Chinese migrant workers’ children

This article aims to explore the effects of parental migration on the well-being of children and how to adjust social cognitive well-being through the interrelations among family relations and social cognitive well-being indicators using structural equation modelling. Two modified social cognitive well-being models were tested in 1682 Chinese migrant workers' children to examine the pathways among social cognitive well-being and family relation characteristics. The modified models are based on the social cognitive well-being model and the characteristics of Chinese migrant workers' children. The results show that caregiver-child communication frequency, caregiver-child regulation, caregiver-child conflicts, caregiver-child trust and communication, and coactivity positively impact children’s social cognitive well-being. In contrast, caregiver-child alienation negatively influences children’s social cognitive factors through caregiver-child trust and communication. Additionally, this research revealed that family-related characteristics (caregiver-child regulation, caregiver-child coactivities, caregiver-child communication frequency, caregiver-child alienation, caregiver-child conflicts, and caregiver-child trust and communication) are interconnected with social cognitive well-being indicators (academic satisfaction, outcome expectations, goal progress, lifelong satisfaction, environmental support, positive affect, negative affect, and self-efficacy). This suggests that family migration and relationships with caregiver(s) can significantly affect the well-being of migrant workers' children.

Influence of Cognitive Factors on Adherence to Social Distancing and the Use of Masks during the COVID-19 Pandemic by Young Adults: A Systematic Review

Social distancing and the use of masks are crucial to prevent the spread of SARS-COV-2. Knowledge of the determinants of this behavior is essential to promote effective communication with the public in future public health crises that require mass public compliance with preventive behaviors. This systematic review focused on scientific evidence related to cognitive factors that underlie the intention of young adults’ intention to adhere to preventive social behavior (distancing and/or the use of facial masks) against COVID-19. A systematic literature search on the electronic database, PubMed, Scopus, Web of Science, and EBSCO was performed in December 2022 according to Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. The PEO (Population: young adults, Exposure: COVID-19, and Outcome: cognitive factors that underlie the intention of young adults to adhere to social distancing and/or the use of facial masks) was developed to identify search terms and inclusion/exclusion criteria. Eight studies met the eligibility criteria. None of the studies were seriously flawed according to the quality assessment, and they were considered to have a low risk of bias for selection. Several cognitive determinants emerged in the analysis. For both social distancing and the use of masks, the most relevant factors related to adherence include risk perception and perceived severity, the moral value of fairness, social responsibility, trust in the government, respect for authority, and the quality of institutional communication. Adherence to social distancing was found related to self-efficacy. These results reinforce social cognitive models showing the relevance of cognitions to adherence behavior, and highlight the responsibility of official institutions in the development of contexts and in adapting the communication for the effective promotion of adherence to the recommendations they launch.

The effects of mobile phone dependence on athletic performance and its mechanisms.

Mobile phone dependence (also known as internet dependence, MPD), defined as a problematic behavior characterized by excessive use or intermittent craving to use a mobile phone, results in various social, behavioral, and affective problems in daily life. In sports, MPD is directly related to the physical and mental health and sports performance of athletes. The individual and environmental factors, neurobiological mechanisms and theoretical models of MPD affecting athletic performance were analyzed by reviewing previous studies, aiming to construct effective training and development protocols to prevent and control the occurrence of MPD in athletes. At present, athletic performance can be affected by MPD through individual factors and environmental factors. The neurobiological mechanisms between the two are based on the brain reward system and microwave radiation from mobile phones, with athletic performance being restricted by alterations in the corresponding brain regions. Relevant theoretical models mainly include the social cognitive model of self-regulation and the integrative model of self-control, which explain the interrelationship between MPD and athletic performance from the perspectives of athletes' self-regulation and self-control, respectively. As an emerging phenomenon, the influence pathways and mechanisms by which MPD affects athletic performance need to be further investigated. A longitudinal perspective should be adopted to trace the dynamic impact relationship between the two, and developing relevant theoretical frameworks from an interdisciplinary research perspective should be valuable for providing theoretical support for coaches and sports administrators to formulate scientific training protocols and thus improve the mental health of athletes.

Adolescents High in Callous-Unemotional Traits are Prone to be Bystanders: The Roles of Moral Disengagement, Moral Identity, and Perceived Social Support.

Bystanders are the most common role that adolescents play in bullying episodes, they have considerable influence on the formation of the victim's experience and the perpetrator's behavior. Based on the social-cognitive model, the current study examined the mediating role of moral disengagement in the association between callous-unemotional traits and bystander behavior and the moderating roles of moral identity and perceived social support. Participants included 2,286 Chinese adolescents aged 11-16years (49.3% boys; Mage = 13.46, SDage = 0.93). The study showed callous-unemotional traits were significantly and positively associated with bystander behavior and this relation was partially mediated by moral disengagement. Moral identity moderated the relation between callous-unemotional traits and moral disengagement as well as callous-unemotional traits and bystander behavior. Perceived social support moderated in the direct and indirect associations between callous-unemotional traits and bystander behavior via moral disengagement. The relation between callous-unemotional traits and moral disengagement and the relation between callous-unemotional traits and bystander behavior became weaker for adolescents with high perceived social support. Surprisingly, the relation between moral disengagement and bystander behavior became stronger for adolescents with a high level of perceived social support. The results supported two specific patterns of perceived social support: stress-buffering and reverse stress-buffering. The present study contributes to our understanding of the key mechanisms underlying the association between callous-unemotional traits and adolescents' bystander behavior.

Testing a social cognitive model of career self‐management with Turkish undergraduate students

AbstractThis study investigated the direct and indirect associations between social–emotional learning (SEL) skills, career decision self‐efficacy (CDSE), vocational outcome expectations (VOE), and career engagement (CE) within social cognitive career theory (SCCT) in a sample of Turkish university students. Junior and senior students (N = 460) completed the Social–Emotional Learning Scale‐Young Adult Form, the Career Decision Self‐Efficacy Scale‐Short Form, the Vocational Outcome Expectations Scale, the Career Engagement Scale, and the Demographic Information Form. Data was collected during COVID‐19 lockdowns in 2021. The results of a multiple serial mediation model indicated that higher SEL skills were related to higher CDSE and VOE, and, in turn, to CE. Overall, the results show that SCCT provides a promising framework for identifying predictors of CE, self‐directed career management behavior, in young adults during the transition from school to work. These findings have implications for theory, research, and practice by identifying potential influences on CE during COVID‐19.

The Role of Self-Efficacy in Coping With the Psychological Challenges of Job Loss: Application of the Social Cognitive Career Self-Management Model

There is substantial evidence that involuntary job loss can have major implications for workers’ well-being. Yet research on coping with unemployment has most often focused on the job search process and progress toward re-employment, with less emphasis on the process of coping with the myriad psychological challenges of job loss. This study adapted the social cognitive model of career self-management as a framework for understanding well-being and psychological distress during unemployment. Participants were 602 unemployed workers who completed social cognitive measures representing two coping sub-domains, job searching and psychological coping. Within each sub-domain, measures included coping behaviors, self-efficacy, and support. Measures of proactive personality, financial strain, and two psychological functioning criteria (emotional well-being and distress) were also completed. The findings provided initial psychometric support for a novel measure of psychological coping self-efficacy and suggested the utility of the psychological coping variables as predictors of well-being and distress above and beyond job search coping in the context of unemployment. The study’s implications for practice and future research on coping with unemployment are discussed.