Social Cognitive Theory Perspective Research Articles

Developing Culturally Relevant Design Guidelines for Encouraging Physical Activity: a Social Cognitive Theory Perspective.

The prevalence of physical inactivity and non-communicable diseases is on the rise worldwide. This calls for a systematic approach in addressing the problem, which is almost becoming a global epidemic. Research has shown that theory-driven interventions are more likely to be effective than uninformed interventions. However, research on the determinants of physical activity and the moderating effect of culture is scarce. To bridge this gap, we conducted a large-scale comparative study of the determinants of physical activity among 633 participants from individualist and collectivist cultures. Using the Social Cognitive Theory, a widely applied behavioral theory in health interventions, we modeled the determinants of physical activity for each culture and mapped them to implementable strategies in the application domain. Our structural equation model shows that, in the individualist culture, Self-Efficacy (βT = 0.55, p < 0.001) and Self-Regulation (βT = 0.33, p < 0.001) are the strongest determinants of Physical Activity. However, in the collectivist culture, Social Support (βT = 0.42, p < 0.001) and Outcome Expectation (βT = 0.11, p < 0.01) are the strongest determinants of Physical Activity. We discussed these findings, mapped the respective behavioral determinants to the corresponding persuasive strategies in the health domain and provided a set of general design guidelines for tailoring the strategies to the respective cultures.

Moderator Roles of Optimism and Weight Control on the Impact of Playing Exergames on Happiness: The Perspective of Social Cognitive Theory Using a Randomized Controlled Trial.

The literature on exergames has examined their impact on user-perceived psychological health (i.e., user-perceived happiness), but little is known about whether such an impact depends on user characteristics. Therefore, this study used the perspective of social cognitive theory (SCT) to identify potential moderators (i.e., whether the user is optimistic or attempting to control his or her weight) of the impact of playing exergames on user-perceived happiness. This large-scale randomized controlled trial recruited 337 college students (of whom 57.3% were female and all were aged 20-40 years) as participants. The participants were randomly assigned to the intervention group or the control group. Participants in the intervention group were asked to use an Xbox 360 to play 1 of 10 exergame programs for 30 minutes once a week for 2 weeks. Participants in the control group were not required to do so. Repeated-measures ANOVA was used for the analyses. The analytical results indicate that playing exergames helped to maintain happiness levels and prevented them from decreasing. The maintained happiness was more prominent among participants who were trying to control their weight, but did not differ between participants who were highly optimistic and those who were less optimistic. This study is the first using SCT to explain the contingent effect of playing exergames on user happiness. Exergames can maintain happiness among users, and such maintenance can be the strongest among users who are trying to control their weight.

How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective

This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative or that creativity always results in products; however, some teachers' conceptions were too vague to guide the explicit facilitating of creativity. Compared to in-service teachers, pre-service teachers expressed more optimism in their future environmental support and lower self-efficacy for developing creative thinking.

Trust in organization as a moderator of the relationship between self‐efficacy and workplace outcomes: A social cognitive theory‐based examination

Drawing on a social cognitive theory perspective, we contend that an employee's trust in oneself, or self‐efficacy, will interact with the individual's trust in the system, or trust in organization, to predict job attitudes and behaviours. Specifically, we expected that self‐efficacy would have stronger effects on job attitudes (job satisfaction and turnover intentions) and behaviours (task performance and organizational citizenship behaviours) to the degree to which employees perceive high levels of trust in organization. Using data collected from 300 employees and their respective supervisors at a manufacturing organization in Turkey across three waves, we found that self‐efficacy had more positive effects on job satisfaction, task performance, and citizenship behaviours when trust in organization was high. Interestingly, self‐efficacy had a positive effect on turnover intentions when trust in organization was low, indicating that high trust in organization buffered the effects of self‐efficacy on intentions to leave. The results suggest that the motivational value of trust in oneself is stronger to the degree to which employees also have high trust in the system, whereas low trust in system neutralizes the motivational benefits of self‐efficacy.Practitioner points Practicing managers should not only invest in increasing self‐efficacy of their employees, but also invest in building trust to improve employees’ attitudes, behaviours, and performance. This is because when employee trust in organization is high, employee self‐efficacy has greater potential to have a positive influence over job satisfaction, task performance, and organizational citizenship behaviours. Self‐efficacy may actually increase an employee's desire to leave the organization when organizational conditions are unfavourable, such as in the case of low trust in the organization. Practicing managers should be aware that employees who have high levels of confidence may be at higher risk of turnover when they are unhappy with the organization.

Proactive yet Reflective? Materializing Proactive Personality into Creative Performance

Drawing on the agentic perspective of social cognitive theory and self- regulation model, this research examines how proactive personality relates to employee creative performance through task-rela...

The role of self-regulatory efficacy, moral disengagement and guilt on doping likelihood: A social cognitive theory perspective

ABSTRACTGiven the concern over doping in sport, researchers have begun to explore the role played by self-regulatory processes in the decision whether to use banned performance-enhancing substances. Grounded on Bandura’s (1991) theory of moral thought and action, this study examined the role of self-regulatory efficacy, moral disengagement and anticipated guilt on the likelihood to use a banned substance among college athletes. Doping self-regulatory efficacy was associated with doping likelihood both directly (b = −.16, P < .001) and indirectly (b = −.29, P < .001) through doping moral disengagement. Moral disengagement also contributed directly to higher doping likelihood and lower anticipated guilt about doping, which was associated with higher doping likelihood. Overall, the present findings provide evidence to support a model of doping based on Bandura’s social cognitive theory of moral thought and action, in which self-regulatory efficacy influences the likelihood to use banned performance-enhancing substances both directly and indirectly via moral disengagement.

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

Based upon the perspective of social cognitive theory, this study develops a conceptual framework that examines the antecedents of technical-vocational university students’ active participation and learning effectiveness of English proficiency development in a blended e-learning (BEL) environment. A BEL system was employed to support technical-vocational university students’ English proficiency development. The research model is tested using a questionnaire survey of 298 participants. Confirmatory factor analysis was performed to test the reliability and validity of the measurements. The partial least squares method was used to validate the measurement and hypotheses. The empirical results indicate that e-learning self-efficacy, social influence and BEL system characteristics are the primary antecedents of students’ active participation in a BEL environment. The results also show that e-learning self-efficacy, student active participation and BEL system characteristics saliently affect technical-vocational university students’ learning effectiveness of English proficiency development. The findings signify that technical-vocational university students show positive incline towards the active participation in BEL for English as a foreign language (EFL) courses and exposed a possible benefit of English proficiency development from its use in the long run. The results can not only proffer instrumental suggestions for the critical research issue of e-learning, but also may serve as instrumental guidelines for a BEL environment to be effective implemented with care to avoid the risk to weaken student’s interests and activations in English proficiency development in BEL.

ADHD, personal and interpersonal agency, and achievement: Exploring links from a social cognitive theory perspective

Harnessing social cognitive theory (SCT), we investigated the roles of personal agency (self-efficacy and perceived control) and interpersonal agency (relational support) in the academic achievement (via literacy and numeracy testing) of students with attention-deficit/hyperactivity disorder (ADHD) and their non-ADHD peers. A sample of N=164 students diagnosed with ADHD were investigated alongside N=4658 non-ADHD peers in the same schools and year levels. Using structural equation modeling, findings showed that self-efficacy and relational support were consistently associated with better academic achievement for both groups, but with positive effects significantly stronger for students with ADHD than for students without ADHD. Although perceived control was significantly associated with achievement for students without ADHD and not significantly so for students with ADHD, there was not much difference in absolute size of perceived control effects for the two groups. Findings are relevant to theory, research, and practice identifying motivational factors and processes that may assist in closing well-known achievement gaps for students with ADHD whilst also maintaining positive outcomes for students without ADHD.

Assessing the determinants of internet banking adoption intentions: A social cognitive theory perspective

Internet banking adoption is one area that has received attention from scholars. The extant studies have mainly used technology acceptance models and behavioural theories which do not account for changes in human behaviour. This study seeks to ascertain the determinants of Internet banking adoption intentions using the social cognitive theory, which accounts for changes in human behaviour. The study selected the sample from bank customers in Ghana through an intercept approach using structured questionnaires. A two stage-approach of confirmatory factor analysis and a structural equation modelling were used in analysing the data. The findings show that websites' social feature, trust, compatibility with lifestyle and online customer services have a significant effect on customers' intentions to adopt Internet banking. However, ease of use did not have a significant relationship with customers' intentions to adopt Internet banking. The significance of the study as well as recommendations for theory, practice and future studies have been discussed.

Perceived entrepreneurial munificence and entrepreneurial intentions: A social cognitive perspective

Adopting a social cognitive theory perspective, this article examines the factors that influence entrepreneurial intentions through the interaction between cognitive factors and perceived environmental munificence. Specifically, it introduces and demonstrates that the effect of one’s perceived ability to become an entrepreneur on the intention to engage in such a behaviour is contingent upon the perception of an environment rich in entrepreneurial munificence, in this case, within an incubator setting. Perceived entrepreneurial munificence also helps strengthen the relationship between risk-taking propensity and entrepreneurial self-efficacy. Results and implications for future research on entrepreneurial intentions at the interface between cognitive and environmental factors are discussed.

Testing the social cognitive career theory in Thai nurses' interest to become nurse educators: A structural equation modeling analysis

A shortage of nurse educators generates a systemic problem in nursing education. A model to develop interventions directed at enhancing graduate nursing student interest in assuming a future faculty role is needed. This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self-efficacy, and outcome expectations on Thai graduate nursing students' (n=236) interest to become a nurse educator. Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations. Observing others teaching and perceived task demands for nurse educators did not significantly predict interest in faculty roles. These findings provide new knowledge about factors and their influence on the development of interest to assume faculty roles. Implications for nursing education include the design of feasible graduate curricula that enhance students' abilities in faculty role and increases valuation of teaching careers.

Presenteeism as a global phenomenon: unraveling the psychosocial mechanisms from the perspective of social cognitive theory

Purpose Presenteeism occurs when people are physically present in the workplace but are functionally absent (Cooper, 1996). With evidence from the developed West, researchers have argued that being excessively present may be even costlier than absenteeism to employers (Burton, Chen, Conti, Schultz, &amp; Edington, 2006; Hemp, 2004). However, research on presenteeism in the East is almost non-existent. With the strong Confucius cultural imperative for hard work, the prevailing pressure for working long hours, compounded with the lack of labor welfare protection at the national level and lack of resources at the organizational level in SMEs, the problem of presenteeism in the developing Asian societies may be exacerbated (c.f., Bockerman &amp; Laukkanen, 2010), making it a worthy subject for cross-cultural research and subsequent intervention. Thus one purpose of this article is to situate this problem in a global context, using the Chinese tradition as a cultural exemplar. Design/methodology/approach Furthermore, most of the existing studies on presenteeism have overlooked the underlying psychological process of such an act: why do people decide to work while sick? Thus, our second goal in this article is to outline a conceptual framework that attempts to explain central, dynamic processes and mechanisms through which people ascribe meanings to the situation, make decisions to come to work when ill, and attempt to achieve performance outcomes. Findings In formulating this scheme, we drew primarily from Bandura’s (1986) social cognitive theory (SCT) and tried to adapt, elaborate, and extend those aspects of the general theory that seemed most relevant to the basic personal experiences of presenteeism. Originality/value We have outlined a social cognitive conceptual framework, to facilitate theory integration in the field of presenteeism research. To systematically examine key mechanisms delineated in the overarching theoretical framework that accounts for the intricate relationships among self-regulation, presenteeism, and performance, we were able to bridge social cognitive psychological processes with organizational research on the global phenomenon of presenteeism. The thrust of using theoretical development to lead empirical investigation in this emerging field may also enable better managerial interventions to promote occupational health and employee development.

Overcoming barriers to exercise among parents: a social cognitive theory perspective.

Parents face numerous barriers to exercise and exhibit high levels of inactivity. Examining theory-based determinants of exercise among parents may inform interventions for this population. The purpose of this study was to test a social-cognitive model of parental exercise participation over a 12-month period. Mothers (n=226) and fathers (n=70) of children <16 completed measures of exercise, barriers self-efficacy, perceived barriers, and exercise planning at baseline and 1year later. Panel analyses were used to test the hypothesized relationships. Barriers self-efficacy was related to exercise directly and indirectly through perceived barriers and prioritization/planning. Prioritization and planning also mediated the relationship between perceived barriers and exercise. These paths remained significant at 12months. These results suggest efforts to increase exercise in parents should focus on improving confidence to overcome exercise barriers, reducing perceptions of barriers, and helping parents make specific plans for prioritizing and engaging in exercise.

Impact of nurses' cross-cultural competence on nursing intellectual capital from a social cognitive theory perspective.

To understand the relationships among certain key factors such as organizational climate, self-efficacy and outcome expectation on registered nurses, with regard to the development of registered nurses' cross-cultural competence. The focus is specifically on the use of a social cognitive framework for nurses for providing intercultural nursing care to international patients. This study also aims to examine the relationship between nurses' cross-cultural competence and nursing intellectual capital. Given the influence of globalization on healthcare services, healthcare providers need to have enough cross-cultural competence to effectively care for patients from different cultures. Thus, the development of cross-cultural competence in nursing care has become an important issue. A quantitative method and a cross-sectional design were employed in this study. Data were collected from 309 RN working in 16 healthcare institutions in Taiwan from May to August 2013. Structural equation modelling, in combination with the smart partial least squares method, was used to measure the relationships in the research model. The results show that outcome expectation has a stronger impact on nurses' cross-cultural competence than self-efficacy. In addition, it was found that the cross-cultural competence of nurses has a positive impact on nursing intellectual capital. Nursing supervisors should promote a higher level of outcome expectation on nurses to enhance the improvement of their cross-cultural competence. Raising the cross-cultural competence of nurses will aid in the accumulation of nursing intellectual capital.

Within-individual increases in innovative behavior and creative, persuasion, and change self-efficacy over time: A social–cognitive theory perspective.

Studies of innovative behavior (the generation, dissemination, and implementation of new ideas) have generally overlooked the agency perspective on this important type of performance behavior. Guided by social-cognitive theory, we propose a moderated mediation relationship to explain why and how employees become motivated to make things happen through their innovative endeavors. First, we propose that within-individual increases in organizational trust and perceived respect by colleagues promote within-individual increases in creative, persuasion, and change self-efficacy over time. Second, we propose that within-individual increases in self-efficacy beliefs promote within-individual increases in idea generation, dissemination, and implementation over time. Finally, we propose that psychological collectivism (a between-individual variable) is a moderator, and that a higher level of psychological collectivism weakens the positive relationship between within-individual increases in self-efficacy beliefs and within-individual increases in innovative behavior. Repeated measures collected from 267 employees in Italy at 3 time points over an 8-month period generally support our proposed dynamic moderated mediation relationship.

Trust in Organization as a Moderator of the Relationship Between Self-efficacy and Outcomes

Drawing on a social cognitive theory perspective, in this study we contend that an employee’s trust in oneself, or self-efficacy, will interact with the individual’s trust in the system, or trust i...

Examining the Influence of the Social Cognitive Factors and Relative Autonomous Motivations on Employees’ Knowledge Sharing Behaviors

ABSTRACTBy incorporating the perspectives of social cognitive theory and relative autonomous motivations, this study examines a model that depicts the influence of personal and environmental factors on employees’ knowledge sharing behaviors (KSBs). Data that were collected from 294 professionals in the industry were analyzed using component‐based structural equation modeling to examine the proposed model. The research results indicate that trust, relationship orientation, knowledge sharing self‐efficacy, and relative autonomous motivation regarding KSBs are the key influencing factors of KSBs of professionals. A key implication is that managers must consider the impact of the level of employee‐perceived autonomous motivation when they seek to facilitate KSBs. Finally, the theoretical and practical contributions are discussed, followed by the suggestions for future research directions.

SELF CONCEPT AND SELF EFFICACY AS A GROUND POINTS IN A SOCIAL ACTIVITIES (AN ANALYSIS OF PSYCHOLOGY PERSPECTIVE : A SOCIAL COGNITIVE THEORY)

Self Concept and Self Efficacy As A Ground Point In A Social Activities (An Analysis Of Psychology Perspective : A Social Cognitive Theory). This analysis was based on the latest research in 2014 which concern of researcher about education system number 20th 2003 “... an intelligence and a capabilities that they need for people and a nation”. Education not only as transfer of knowledge but an experience, readiness and such a faith to a self capabilities and self identity of a student in their social activities like a career readiness. A faith of capabilities is known as self efficacy and self identity is a self concept. These variable was tested at research in 2015 and has been found that these variable has a contribution to career readiness. Analysis is continued to discuss and note as a ground point in social activities in psychology perspective. It’s found a self concept and self efficacy together have a contribution to a career readiness with a significant correlation, although in coefficient t-tes not have a significant. Then, there was a significant effects of all variables to career readiness. In a social cognitive theory perspective, human can be learn only through observation and interaction that shape a self concept and self efficacy. This found will be analyze and describe as a self concept and self efficacy as s ground point in social activities. So this analysis will discuss further the implication to individual social activities like a career readiness with using psychology perspective: Social Cognitive Theory.

SELF CONCEPT AND SELF EFFICACY AS A GROUND POINTS IN A SOCIAL ACTIVITIES (AN ANALYSIS OF PSYCHOLOGY PERSPECTIVE : A SOCIAL COGNITIVE THEORY)

Self Concept and Self Efficacy As A Ground Point In A Social Activities (An Analysis Of Psychology Perspective : A Social Cognitive Theory). This analysis was based on the latest research in 2014 which concern of researcher about education system number 20th 2003 “... an intelligence and a capabilities that they need for people and a nation”. Education not only as transfer of knowledge but an experience, readiness and such a faith to a self capabilities and self identity of a student in their social activities like a career readiness. A faith of capabilities is known as self efficacy and self identity is a self concept. These variable was tested at research in 2015 and has been found that these variable has a contribution to career readiness. Analysis is continued to discuss and note as a ground point in social activities in psychology perspective. It’s found a self concept and self efficacy together have a contribution to a career readiness with a significant correlation, although in coefficient t-tes not have a significant. Then, there was a significant effects of all variables to career readiness. In a social cognitive theory perspective, human can be learn only through observation and interaction that shape a self concept and self efficacy. This found will be analyze and describe as a self concept and self efficacy as s ground point in social activities. So this analysis will discuss further the implication to individual social activities like a career readiness with using psychology perspective: Social Cognitive Theory.

Pro-environmental Behavior from a SocialCognitive Theory Perspective

With growing insight into the harmful impact of the lifestyles practiced in modern societies on the environment, pro-environment behavioral change has become a central focus of not only environmental policy but also applied environmental psychology. An established theoretical framework is needed to understand the development of environmentally friendly behaviors. The objective of this study was to propose a social-cognitive theory perspective as one of the psychology theories that can be applied to explain pro-environmental behavior. Understanding pro-environmental behavior is crucial as it will contribute to theory development related to the pro-environmental behavior management and to inform the policy maker when devising intervention to encourage pro-environmental behavior. Previous studies have used theory of planned behavior, norm activation theory, and values-beliefs-norms theory to explain pro-environmental behavior. However, the use of social-cognitive theory to explain pro-environmental behavior is lacking. We summarize previous studies which have been using social-cognitive constructs and describe a social-cognitive theory perspective for understanding a variety of routes to promote pro-environmental behavior. The theory highlights personal agency as the capacity of individuals to intentionally choose, execute, and manage their own actions to actualize expected outcomes. When applied in the environmental psychology area, the theory argues that individuals with favorable contextual condition and high environmental self-efficacy judgments will have more outcome expectations and will set more challenging goals, and also will engage more in pro-environmental behavior than individuals with a lower perception of their efficacy to perform such acts.