Social Cognitive Theory Research Articles

A Social Cognitive Career Theory Study of Agricultural Mechanical Trade Workers

Attracting and retaining skilled workers in agriculture is a global problem. Shortages of essential workers disrupt supplies of goods and services from the point of production on farms through manufacturing, transport, to ultimate consumption. The global pandemic’s effect on food supply was a salutary lesson in the effects of a diminished agricultural workforce. Agricultural mechanics are vital to productivity. The present research used the social cognitive career theory to explore agricultural mechanics’ careers. An exploratory qualitative study deployed interviews to collect data from N = 19 mechanical trade workers. Interviews were centered on participants’ descriptions of their work regarding theoretical constructs including self-efficacy, outcome expectations, satisfaction, dispositional traits, and contextual affordances. Reflective thematic analysis of the data produced concordance with key constructs of the social cognitive career theory sufficient to justify its utility for research with this specific agricultural occupation. This research makes an important contribution to the literature of vocational psychology which can and should contribute to solving the complex problem of supporting a workforce needed for agriculture’s ongoing challenge of feeding and clothing the world’s growing population.

Take the bull by the horns! The role of spiritual leadership and dark triad toward workplace incivility

Purpose Workplace incivility has become a global issue; therefore, this study aims to investigate how spiritual leadership can help employees to overcome uncivil behaviors in the workplace. Specifically, the authors explored the mediating mechanism between spiritual leadership and workplace incivility through workplace spirituality. The authors further examined how negative personalities (i.e. Machiavellianism, psychopathy and narcissism) moderate workplace spirituality and workplace incivility. Design/methodology/approach This study collected data from 369 employees working in the banking sector on a convenience basis. The authors applied structural equation modeling for hypotheses testing. Findings The authors noted that spiritual leaders help employees to reduce uncivil workplace behaviors and employees’ perception of workplace spirituality intervenes the same. The authors further identified that the negative association between workplace spirituality and workplace incivility is moderated by the dark triad (Machiavellianism, psychopathy and narcissism) such that individuals high in Machiavellianism, psychopathy and narcissism weaken this negative association. Research limitations/implications The cross-sectional design may restrict causality. However, our findings not only contribute to social cognitive theory but also suggest management includes civility intervention as an essential part of organizations’ training and development. Originality/value This study not only highlighted the role of spiritual leadership and workplace spirituality toward workplace incivility but also shed light on how negative personalities can ignore workplace spirituality to exhibit uncivil 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.

Gender Perspectives on Role Models: Insights from STEM Students and Professionals

AbstractQualified professionals in science, technology, engineering, and mathematics (STEM) and STEM education are in increasingly short supply globally. Role models can help increase women’s representation in STEM, both at entry and senior levels. The study objectives were to identify the characteristics of role models in STEM higher education and careers and to investigate the differences in role model characteristics between career stages and between genders. We used a mixed-methods methodology involving a questionnaire and interviews. The participants, 788 alumni and final-year undergraduate and graduate students from a STEM research university, responded to the questionnaire, and ten leading women in STEM professions were interviewed. The questionnaire results indicated that a higher proportion of women than men reported being influenced by a role model during their studies. Seven key characteristics of role models were identified from the open-ended responses and the interviews: ambitious, charismatic, empathic and encouraging, inspiring, knowledgeable, gifted, and professional. The most frequent characteristics women mentioned were empathic and encouraging. The research findings support and align with the social cognitive career theory (SCCT), demonstrating how role modeling, which is part of the environmental theme, boosts intrinsic motivation—part of the personal theme, for individuals in STEM, especially women. These processes impact women’s determination and professional performance—part of the behavioral theme. Based on our findings, to advance toward a STEM workforce characterized by greater fairness, we recommend designing and deploying structured mentoring programs and forums in STEM departments that can provide young women with more role models for success and thus with more hope for success in these fields.

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.

Tourists’ risk perceptions and pro-environmental behaviour during the pandemic: the roles of environmental concern and environmental ethics reflection

ABSTRACT The COVID-19 pandemic has served as a stark reminder to humanity of the urgent need to address environmental concerns. Given the intricate links between tourism and ecological issues, whether perceived risks during the pandemic can foster pro-environmental behaviour through increased concern and reflection about environmental challenges. Drawing on social cognitive theory, this study delves into the mechanisms that shape how visitors’ risk perceptions influence their pro-environmental actions in the context of the pandemic. From an online survey, 731 valid responses were accrued. The findings reveal that tourists’ risk perceptions have a significant positive influence on environmental concern and pro-environmental behaviour, environmental concern plays a partially mediating role in the relationship between tourists’ risk perceptions and pro-environmental behaviour. And environmental ethics reflection plays a positive moderating role in that mediated relationship. Based on these findings, management implications are proposed to promote pro-environmental behaviour among tourists, and the limitations of this study and future research directions are highlighted.

Connecting the dots: How parent support shapes career readiness through psychological capital

Orientation: In the digital era, adolescence is a critical stage in individual career readiness.Research purpose: This study has numerous goals. Firstly, this study investigates the impact of parental support on individual career readiness. Secondly, this study examines the role of psychological capital as a mediator between parental support and individual career readiness. Thirdly, this study analyses the role of individual trait personality as a moderator between parental support and individual career readiness.Motivation for the study: This research can contribute to a better understanding of how parents can best support their children in preparing for successful careers. By understanding the role of psychological capital and personality traits, this research can help individuals develop a more holistic approach to career development. This can lead to increased career satisfaction and success.Research approach/design and method: This study used a quantitative approach to examine the career readiness of individuals (final year undergraduate students) before entering the job market (N = 418), which was processed using SPSS PROCESS.Main findings: This study shows parental support influences individual career readiness. Psychological capital fully mediated the relationship between parent support and individual career readiness. The influence of parental support on individual job readiness is moderated by extroverted personality and conscientiousness. Meanwhile, emotional stability does not moderate the influence of parental support on individual career readiness.Practical/managerial implications: Parental support can be a meaningful mechanism to enhance career readiness among adolescents through psychological support.Contribution/value-add: The use of social career cognitive theory (SCCT) and trait activation theory (TAT) to uncover the function of mediating and moderating variables is expanded in this study to examine career readiness. This study is important because it examines the role of parental support in nations where it is prevalent.

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.

Does the cinematic depiction of a place deceive viewers’ perception of its reality? Exploring movie-induced destination stereotypes

ABSTRACT Globalization of media is leading to tourists constructing imagery of unfamiliar destinations. Drawing on the associative memory theory and stereotype content model, this research proposes that cinematic portrayal of a destination would induce stereotypes in the minds of tourists that align with the movie theme. Using Between-subject experiments, the stereotyped perceptions of potential tourists regarding the destination were captured in the form of destination image and personality. The valence of stereotypes is also observed using the various dimensions of the constructs: destination image and personality. Further, based on social cognitive theory, this research explores how individuals’ sensation-seeking trait influences their response to a movie theme and, thus, shapes their travel intentions for the depicted destination. The results of this research may assist destination marketing organisations in devising their positioning and communication strategy regarding a destination such that the elements of story-telling in popular media may not adversely impact the perceptions of potential tourists.

Discovering generation Z's level of principled moral reasoning and assessing demographic variations

AbstractFramed by social identity and cognitive moral reasoning theories, this paper assessed Gen Zs' level of principled moral reasoning, discovered during their undergraduate college years, and influences revealed by demographic variations using the Moral Reasoning Inventory. We discovered that Gen Zs' principled moral reasoning was lower than research reporting on Millennials, but not as dramatic a decline as scholars reported when investigating Baby Boomers, Generation Xers, and Millennials' Pscores. We found some differences within our sample based on business discipline (academic major), the most powerful influence on Gen Zs' principled moral reasoning, followed by gender, work experience, and academic intelligence (GPA). Years in an academic program were not seen as influencing Gen Zs' principled moral reasoning. Overall, we conclude that Gen Zs may not exhibit a homogenous ethical identity as measured by their level of principled moral reasoning. Implications of these findings are discussed.

Leadership in higher educational institutions post 2020: Probing effect of pandemic and ICT

AbstractLeadership engrosses multiple actors and unique contexts that unfold along different timescales. The purpose of this study is to review the literature on authentic leadership, principal leadership, and distributed leadership and examine the current trends due to the pandemic and the growth of information and communication technology in higher educational institutions (HEI). This qualitative study adopted a literature review and in‐depth interviews of 10 educational faculty, 10 students, and 9 non‐HEI organisational leaders in India, predominantly based on a semi‐structured script. Our study used the approaches of purposive sampling and inductive analysis. Employing social cognitive theory, our study reports on participants' perceptions of existing leaders and discusses organisational behavioural attributes that need focus for leadership development. The hybrid multi‐layered model of leadership styles is suggested as a practical approach in India. This study contributes to the educational leadership development literature by highlighting the expectations of students and non‐HEI organisational leaders on the fundamental role of educational leaders and behavioural necessities.

Fostering autonomy in vocational college students: A fusion of metacognitive strategies and social cognitive learning theory

The aim of this study is to investigate how to foster vocational college students' autonomy in learning by integrating metacognitive strategies and social cognitive learning theory. The study uses social cognitive learning theory to look at metacognitive strategies in a systmematic and thorough way. It looks for similarities and places where the two can be combined in order to come up with a new and effective way to teach. 1) The integration of metacognitive strategies and social cognitive learning theory offers innovative perspectives and strategies for educational practice, fostering students' autonomy and social adaptability; 2) Through dual monitoring of cognition, nurturing social cognition, and deep integration of metacognitive strategies, educational practices can enhance students' cognitive control and social interaction abilities. 3) Future educational endeavors should focus on eliciting metacognitive awareness, integrating metacognitive strategies into teaching practices, and emphasizing social cognitive elements in evaluation mechanisms to address the complex challenges of modern education. 4) The fusion of these theories presents challenges in theoretical integration, teaching practices, assessment systems, and professional development, requiring innovative solutions and comprehensive support for educators and students alike. This study emphasizes the importance of teaching students reflective learning practices and actively cultivating metacognitive regulation abilities through cooperative learning. Furthermore, it underscores the necessity of integrating social cognitive aspects into assessment practices, thereby proposing an innovative educational approach.

The Ergonomic Behaviors Evaluation Tool (EBET) based on social cognitive theory for the assembly line workers: development and psychometric assessment

BackgroundErgonomic behaviors play a crucial role in preventing work-related musculoskeletal disorders (WMSDs). To measure these behaviors, this research aimed to develop and evaluate an ergonomic behaviors tool (EBET) based on the Social Cognitive Theory (SCT) among women workers on assembly lines (WwAL).MethodsThe study was conducted from December 2022 to January 2023 with a focus on the psychometric assessment of EBET. Initially, a literature review and interviews were carried out to identify crucial concepts and primary items. The questionnaire’s validity was evaluated using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). To determine the domains of the tool, construct validity was examined by administering the items to 270 eligible women. The reliability of the tool was assessed using McDonald’s Omega coefficient.ResultsFrom a total of 67 primary items, 50 were confirmed. The study demonstrated good validity with CVR = 0.92 and CVI = 0.97, along with reliable results indicated by McDonald’s Omega coefficient of 0.74. The exploratory factor analysis (EFA) revealed ten distinct dimensions: outcome expectations, outcome expectancies, normative beliefs, perceived barriers, social support, observational learning, reinforcement, behavioral skills, self-efficacy, and intention. Together, these dimensions accounted for 66.25% of the variance in the data. Additionally, the confirmatory factor analysis results supported the presence of these ten constructs and demonstrated a satisfactory fit.ConclusionsEBET is a dependable and valid instrument for evaluating the ergonomic behaviors of workers, utilizing the principles of SCT. Researchers can employ EBET to gather data and implement suitable training interventions to enhance ergonomic behavior among WwAL. However, it is crucial to recognize that EBET may not encompass all facets of ergonomic behaviors. Therefore, it is imperative for future research to prioritize the evaluation of EBET’s suitability among diverse worker populations and to consider additional dimensions of ergonomics to ensure its wider applicability and effectiveness.

A Content Analysis of Violent Penalties and their Role in Sanitizing NFL Broadcasts

ABSTRACT Using social cognitive theory and notions of sanitized sports violence as a framework, a content analysis of 486 National Football League (NFL) violent penalty calls (unnecessary roughness, roughing the passer) from broadcasts in 2009 and 2019 was conducted. Announcers were largely polarized in their reactions to violent penalties when they were shown on replay. Players were rarely injured and concussions as a key issue were rarely mentioned. Concerns about the effectiveness of NFL rule changes intended to protect players and their influence on announcers’ frustration with perceived over-penalization of the game (and audiences as a potential byproduct) are discussed.

Can high performers take charge? The effects of role breadth self-efficacy and hostile interpersonal environment

This study develops a research model of how and when high performers bring about constructive changes at work. Drawing from the social cognitive theory of self-regulation, we examined the mediating effect of role breadth self-efficacy (RBSE) on the relationship between task performance and taking charge. Moreover, we investigated the moderating effects of two forms of interpersonal hostility in the workplace (abusive supervision and group coworker undermining) on this mediated relationship. We conducted a field study and an experiment to test our theoretical model. Across both studies, the results showed that RBSE mediated the positive effect of task performance on taking charge. Group coworker undermining moderated the positive relationship between task performance and RBSE. The results also supported the moderated mediation effect of task performance on taking charge via RBSE contingent on group coworker undermining. We discuss the theoretical and practical implications of managing high performers to initiate constructive changes.

Social identity threat attenuates own-race bias in face recognition under the “Asian-Caucasian” context

People typically remember faces of their own race better than the faces of other races, which is known as the own-race bias. Social-cognitive theories on the own-race bias debate if motivation plays a role in racial face recognition under the “Asian-Caucasian” context. We investigated the effect of social-identity-threat based motivation on own-race bias. In Experiment 1, Chinese participants were primed with a negative image of own-race by associating Chinese (i.e., own-race) faces with negative personality traits. Results showed that such social identity threat marginally affect the own-race bias in face recognition sensitivity (Experiment 1a), and it did not influence participants' implicit positive attitudes toward their ethnicity (Experiment 1b). In Experiments 2, 3 and 4, the social identity threat was manipulated by reading an article before the face recognition task. Experiment 2 found that the social identity threat significantly affected the own-race bias in face recognition false alarm. Although we did not find the modulation effect of group on ORB with ANOVA in Experiments 3 and 4, we observed the significant indirect effect of group on ORB through the mediator of generalized threat. Together, the current study provides evidence of social motivation in the own-race bias in the “Asian-Caucasian” setting.

Can a “Pandemic Life Adaptation” Digital Technology Curriculum Reduce the Digital Disadvantage of Older Adults During COVID-19? An Intervention Study from Shanghai

ABSTRACT Older adults are at a digital disadvantage because of social stereotypes and a lack of social support; however, smartphones have become a necessary technology to cope with crises and daily life in China, especially during the pandemic. This study aimed to help marginalized older adults take on new tasks by developing digital technology education that used a framework of social cognitive theory in social work. The study followed a quasi-experimental design in which 153 elderly people were recruited from three community service centers; 90 of the participants received 6-weekly intervention. Intent-to-treat analysis, effect size calculations, and sensitivity analysis were conducted. The findings show that digital education significantly enhanced two domains of digital life adaptation abilities: general digital life adaptation abilities [g = .50, 95% CI (.70, 2.69)] and pandemic digital life adaptation abilities [g = .89, 95% CI (.96, 2.07)]. The intervention also improved three domains of digital self-efficacy: sharing and communication [g = .55, 95% CI (.04, .48)], verification [g = .34, 95% CI (.01, .59)], and influencing others [g = .53, 95% CI (.13, .77)]. The study showed that the new intervention approach reduced the harm to vulnerable older adults in the digital wave, especially during the pandemic.

Adoption of Sustainable Farming Practices in the United States: A Study on Farmer Behavior

Purpose: The aim of the study was to analyze the adoption of sustainable farming practices in the United States: a study on farmer behavior. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study on the adoption of sustainable farming practices in the United States revealed that a significant number of farmers are increasingly adopting methods such as crop rotation, organic farming, and reduced use of chemical pesticides and fertilizers, motivated by environmental concerns and economic incentives. However, barriers to adoption include the high initial costs and perceived risk of lower yields, which deter some farmers from fully committing to sustainable practices. Despite these challenges, there is a growing trend towards sustainability, supported by governmental incentives and an increasing market demand for organically produced goods. Unique Contribution to Theory, Practice and Policy: Diffusion of innovations theory, theory of planned behavior (TPB) &amp; social cognitive theory (SCT) may be used to anchor future studies on analyze adoption of sustainable farming practices in the United States: a study on farmer behavior. Agricultural extension services should develop specialized programs that focus on the practical benefits of sustainable practices, tailored to specific farming contexts and crops. Governments should consider offering financial incentives, such as subsidies or tax breaks, for farmers who adopt and maintain sustainable practices.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.