Social Learning Factors Research Articles

YOGA PRACTICES IN THE MANAGEMENT OF ANGER

Anger is an emotional reaction that varies in intensity from a mild irritated mind state to the extent of intense rage. Although it is a common emotional reaction, it leads to many physical as well as psychological disturbances. There are many causes of anger, like hereditary factors, home environment, social learning and cultural factors. Anger is completely normal, usually a healthy human emotion, but sometimes it creates many issues. Yoga practices in Asanas and Pranayama are effective methods for controlling anger reactions. As it is one of the Manasika Vikara, Yoga can be helpful in the management of Anger.

Unable to comply with regulations: How deterrent and social learning factors contribute to workplace safety violation.

Workplace safety violation is a significant challenge for global enterprises. However, prior studies have generated inconsistent findings, which calls for a holistic framework to reveal the complex causality between antecedent conditions and workplace safety violations in high-risk industries. By embracing deterrence theory and social learning theory, this study aimed to examine how punishment (i.e., perceived punishment certainty and perceived punishment severity), shame (i.e., perceived shame certainty and perceived shame severity) and coworker safety violations (CSV) combine into configurational causes of employee safety violations (ESV). A two-wave sampling approach was used to obtain 370 usable samples from various high-risk industries in China. The confirmatory factor analysis was performed to test construct validity, and an emerging fuzzy set qualitative comparative analysis (fsQCA) was conducted to explore the complex causality between ESV and its multiple antecedents. The fsQCA results indicate that no single antecedent condition is necessary for predicting high ESV, but three distinct configurations of multiple antecedents equivalently lead to high ESV. Among all configurations, a lack of perceived punishment severity, a lack of perceived shame certainty and severity, and high CSV play important roles in explaining ESV. This study represents a pioneering endeavor utilizing fsQCA to explore how different combinations of punishment, shame and social learning antecedents contribute to high ESV, which goes beyond previous research focusing on antecedents independently and offers new insights into interconnected antecedents of ESV and their complex causality.

A support framework to facilitate social learning and integration skills of first-year undergraduate medical students

Background. Limited research exists on medical students’ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies. Objective. To design a support framework to facilitate first-year undergraduate medical students’ social learning and integration skills. Methods. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical students’ challenges with social learning and integration factors. These insights were then used to develop the support framework. Results. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice. Conclusion. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools.

Considering context: Current relationship satisfaction in a second-generation model of men's physical intimate partner violence.

Despite a half-century of scholarship devoted to explicating and disrupting the intergenerational transmission of family violence, it remains a prominent and destructive social force in the United States. Theoretical models have posited a variety of historical and concurrent risk and protective factors implicated in the trajectory from childhood violence exposure to adult perpetration. Using a second-generation model of intimate partner violence (IPV), we integrated social learning and attachment conceptualizations to examine pathways from family-of-origin violence to IPV perpetration among adult men. A sample of mixed-sex couples (N = 233) completed self-report measures related to social learning and attachment-based factors (e.g., violence in past relationships, child exposure, IPV attitudes, adult attachment) and participated in a 10-min conversation about a desired area for change in their relationship. Following, each partner participated in a video-mediated-recall procedure assessing their anger volatility and eliciting attributions of their partners' behavior. We tested mediation pathways (consistent with social learning and attachment theories) between violence in men's families of origin and their adult IPV perpetration as a function of relationship satisfaction. The proposed model fit the data well (CFI = 0.95) but had notable modifications from the hypothesized model. Generally, social-learning pathways were more consistent with the data. Relationship satisfaction interacted with some parameters. Results support theoretical advances in understanding IPV. Although exposure to violence in men's family of origin confers risk for later IPV, and a social learning developmental pathway is consistent with results, some of these effects are altered by relationship context.

Highly Educated Mother's Perception of Childhood Vaccination Hesitancy in Kazakhstan: A Thematic Analysis.

Vaccine hesitancy among parents directly affects the child's vaccination status since they are the legal decision-makers regarding vaccinating their children. The study aimed to describe the perceptions of highly educated Kazakhstani mothers about childhood vaccination hesitancy. The study utilized a thematic analysis to explore the mothers' perceptions. A sample of 95 participants comprehensively answered the free-text questions in an online questionnaire from January to February 2023. The analysis of the free-text responses followed a semantic thematic analysis approach. The data were coded manually. From the in-depth analysis of the data, 285 initial codes were extracted. The combination of similar meanings and concept codes led to 14 sub-themes and finally yielded four significant themes: misconceptions about childhood vaccination, fear of the effect of vaccine on children, distrust of the healthcare system, and social learning factors. The perceptions of Kazakh mothers about childhood vaccination hesitancy may lead to behaviors of delaying and refusing some or all childhood vaccines. Therefore, motivational and educational strategies can be used by healthcare providers to instill trust in parents about childhood vaccines and their safety and effectiveness.

Negative expectations (nocebo phenomenon) in clinical interventions: A scoping review.

Unpredictable, undesirable, and confusing reactions in the face of psychological or medical interventions make the clinical presentation more complicated and may represent clinically unexplained symptoms and also disturbed the doctor-patients relationship and decrease patients' benefits of treatment. It seems that negative expectations from the treatment (nocebo phenomenon) can explain such reactions. The aim of the current study is a scoping review and investigate different aspects of the nocebo phenomenon (negative expectations) in clinical interventions. This paper follows a scoping review of the existence, importance, and multidimensions of the nocebo phenomenon in medical and psychological interventions. Data sources include literature databases (ProQuest, PubMed, Google Scholar, and Scopus) reviewed from inception dates to 2023, and the terms negative expectations, nocebo effect, placebo effect, negative placebo, and clinical interventions were searched. The review of the available articles showed that negative expectations play an important role in the process and effectiveness of clinical interventions. Negative expectations (here named nocebo effect) can significantly interfere with rapport and treatment processes. Some underlying components of the nocebo effect include negative expectancies, conditioning, social learning, memory, cognitive distortions, meaning, motivation, somatic focus, negative reinforcements, personality, anxiety, and neurophysiological factors such as CCK, dopamine, and cortisol are proposed for development and presence of nocebo phenomenon in clinical practice. Negative expectations with its biopsychosocial aspects play an important and amazing role in disorganizing medical and psychological interventions. Using appropriate methods to reduce nocebo effects in therapeutic interventions may increase treatment compliance and adherence and increase the effectiveness of interventions.

Black literature in the English language classroom: teaching English and building the individual as a critical and sensitive social being with the short story “Girl” by Jamaica Kincaid

For some time in traditional foreign language teaching, literature occupied the place of teaching object used in the translation method. With the changes in teaching methodology, the literary text has lost its importance in English classrooms. However, literature is resurging and asking for space in this context in conformity with the official documents of education that attribute to the teaching of foreign languages the development of knowledge for the exercise of citizenship. This research aims to analyze the use of literary texts in the English language classroom that through this literacy process facilitates the construction of the student's formative character, collaborating in the reflection about his social practices and actions as a critical and sensitive individual. The short story "Girl" by the black writer Jamaica Kincaid is presented as an alternative object of study, bringing attention to relevant discussions of post-modernity, such as the colonization process, which is responsible for a great part of the identity formation of several peoples. Based on the assumptions of literature as a "humanizing" text (CANDIDO, 2012), transgressive (COSSON, 2016; HOOKS, 2017), and transformative (GONÇALVES; SPECHT, 2018) the research highlights linguistic, cultural, social, and spiritual learning factors of literary texts, contributing to the formation of a society based on equity, solidarity, and respect.

Speech Acts of Aggression in American Animation Movies

The present study scrutinizes aggression as an influential social phenomenon in five American animation movies. Animation movies are often regarded as the finest form of entertainment, and children can learn a lot from them. However, they contain a huge number of aggressive scenes. Aggression and its social impacts have been examined from different perspectives. However, investigating aggression in American animation movies has not been conducted particularly from a pragmatic viewpoint. Thus, the present study attempts to bridge this gap by identifying types and causes of aggression pragmatically. The major goal of the study is to determine the types and causes of aggression performed by aggressors by looking at how speech acts are utilized to express each type and cause of aggression in the data that is being examined. To achieve the aim of the study, Searle’s (1969) classification of speech acts is adopted. The main conclusion of the study is that expressive speech acts are used in all types of aggression, with the highest frequency and percentages. Moreover, expressive speech acts are most frequently linked with the failure factor and the social learning factor as causes of aggression.

Social learning and integration factors that affect first-year medical students transitioning directly from high school

Medical student's transition from high school to a new educational environment poses academic and personal challenges that could lead to withdrawal, dismissal or failure. Students who do not feel connected to the social and academic life of the educational environment are at risk of drop-out. Hence, most medical education institutions use remediation programmes to address learning gaps and increase the chances of student success. This study aimed to identify factors that affected the social learning and integration of undergraduate medical students who had failed the first year of study. The nominal group technique (NGT) was used involving 15 participants who had completed a six-month remediation programme. Results revealed the top five ranked and themed social learning and integration factors were underpreparedness, self-management, alienation, confidence and academic advice. Self-awareness and self-management were identified as complementary skills to address these factors. The study found that students could make valuable contributions to address challenges in the educational environment and enhance successful transition. In addition to other studies recommending a focus on academic integration, these results also pointed to the importance of social integration of first-year students as they transition from high school to a new educational environment at university.

Maximum power tracking of wave power generation system based on improved particle swarm optimization

In a wave power generation system, traditional particle swarm optimization (PSO) is prone to premature convergence and local optimal solution when it is used to control the maximum power tracking. Therefore, an improved PSO is proposed, and simulated annealing adaptive particle swarm optimization (SAAPSO) is constructed. The algorithm controls the inertia weight coefficient factor by hyperbolic tangent function and makes the nonlinear adaptive change. Using a linear change strategy to control social learning factors and self-learning factors, a simulated annealing operation is introduced, and a temperature is set according to the initial state of the population. The population is guided to compare the fitness value with the random number in the Metropolis criterion and temperature, and whether a new solution is generated is judged, to improve the problem that the algorithm falls into a locally optimal solution. The simulation results show that the algorithm can effectively prevent the wave power generation system from falling into the local maximum power point, and the maximum wave energy capture ability is significantly improved.

Tool use by Nigeria-Cameroon chimpanzees for driver ant predation in Kom-Wum Forest Reserve, North-West Region Cameroon

Abstract Chimpanzees feed on driver ants (Dorylus sp.) using different tools and predation techniques that vary among populations and can be affected by availability of ant species as well as ecological and social-learning factors. At the Kom-Wum Forest Reserve (KWFR) in Cameroon, we investigated tool use behavior in Nigerian-Cameroon chimpanzees (Pan troglodytes ellioti), examining the characteristics of tools used in driver ant predation, looking for possible seasonal patterns and comparing our results to those from other study sites. We recovered 83 tools along line transects and recces (reconnaissance) during two seasons. We found that chimpanzees used tools with blunting and dirty ends (possible digging and probing tools) and tools without (dipping tools), in driver ant predation. Tools with dirty ends tended to be thicker (N = 52), and thinner tools were less likely to have dirt (N = 31). Tools recovered in the wet season (N = 62), were significantly shorter and thicker than those recovered in the dry season (N = 21). Furthermore, driver ant tools recovered at KWFR are on average the longest yet recorded insect dipping tools for chimpanzees comparable to those used in North Uele. We found no evidence of nut-cracking, tool use for honey bee nor termite consumption and did not observe the potential prey remains in chimpanzee faeces despite their presence in the reserve. Our results suggest that seasonality significantly contributes to a divergence in the form of tools selected for driver ant predation.

OTSU Multi-Threshold Image Segmentation Based on Improved Particle Swarm Algorithm

In view of the slow convergence speed of traditional particle swarm optimization algorithms, which makes it easy to fall into local optimum, this paper proposes an OTSU multi-threshold image segmentation based on an improved particle swarm optimization algorithm. After the particle swarm completes the iterative update speed and position, the method of calculating particle contribution degree is used to obtain the approximate position and direction, which reduces the scope of particle search. At the same time, the asynchronous monotone increasing social learning factor and the asynchronous monotone decreasing individual learning factor are used to balance global and local search. Finally, chaos optimization is introduced to increase the diversity of the population to achieve OTSU multi-threshold image segmentation based on improved particle swarm optimization (IPSO). Twelve benchmark functions are selected to test the performance of the algorithm and are compared with the traditional meta-heuristic algorithm. The results show the robustness and superiority of the algorithm. The standard dataset images are used for multi-threshold image segmentation experiments, and some traditional meta-heuristic algorithms are selected to compare the calculation efficiency, peak signal to noise ratio (PSNR), structural similarity (SSIM), feature similarity (FSIM), and fitness value (FITNESS). The results show that the running time of this paper is 30% faster than other algorithms in general, and the accuracy is also better than other algorithms. Experiments show that the proposed algorithm can achieve higher segmentation accuracy and efficiency.

The Impact of Beta (ß) Value in Measuring Social Learning Influence on The Behaviour of Muslim Adolescents

Social learning factor is a reflection of the numerous existing social environment factors. It exists in the environment together with human’s internal natural process and it may significantly affect human’s behavioural development. The impact can occur directly or indirectly. A human being will be found different based on the environment in which he or she is. Whoever finds himself in an environment and education that helps him towards goodness, then he is more likely to be a good group and vice versa. Therefore, a good environment is necessary to produce good morals. Now the development of the industrial revolution 4.0 dominates everything and also affects Muslim children in their social environment. This study focuses on the dominant factors in social learning which influence the behaviour of Malaysian adolescents. Five social environment factors are identified as being significant in the development of the adolescents’ behaviour; they are: parents, peers, teachers, artistes and school culture. This study which employs both quantitative method and survey involves 16-year-old respondents totalling 1504 from all over peninsula Malaysia. Data from this study are analysed both descriptively and statistically with the mean, standard deviation and double regression at (p<0.05). Results from the double regression analysis showed that the most dominant factor in moulding the behaviour of the adolescents is peers followed by school culture, parents, teachers and artistes. Even though the artistes’ factor is the least dominant, based on the Beta value, it may negatively affect the behavioural development compared to other social environment factors. Keywords: Beta value; social learning; Islamic education; behaviour; Muslim adolescents

Time flies when chatting online: a social structure and social learning model to understand excessive use of mobile instant messaging

PurposeWidespread concerns about excessive use of mobile instant messaging (MIM) have inspired research in different disciplines. However, the focus thus far tends to be on diagnostics and cognitive predictors. There is little understanding from the socio-technical perspective to capture the drivers of excessive use of MIM. To address this research gap, the authors aim to enrich existing literature by adopting a social structure and social learning model (SSSLM) to understand the excessive use of MIM. The authors argue that excessive MIM use is developed and reinforced in highly interactive online communication, through a social learning process.Design/methodology/approachThe authors conduct a cross-sectional online survey to validate our proposed research model on excessive use of mobile instant messaging (MIM). 368 valid responses are obtained from active MIM users in China.FindingsThe results suggest that highly interactive MIM creates a technology-based social structure that facilitates the social learning process of excessive technology use. The influence of perceived interactivity of MIM on excessive MIM use is mediated by a series of contextualized social learning factors. Furthermore, the influences of perceived interactivity on social learning factors are moderated by MIM use experience.Originality/valueThe authors contribute to literature in related fields by highlighting the crucial role of social learning in facilitating excessive technology use. The authors contribute to the social structure and social learning model by contextualizing it into the context of excessive MIM use. Design guidelines are provided with a purpose to inhibit excessive use of MIM.

Illicit drug use in English adolescent students–result of cumulative mediation analyses

ABSTRACT Background In England, drug use in young people increased significantly between 2014 and 2017. This upward trend continues despite implementation of drug use policies to reduce supply, possession and manufacture of illicit drugs. Taking the view that drug use is a learnt behaviour, the purpose of this paper is to evaluate whether social learning (SL) factors explain drug use in English adolescents across: a) nine regions b) by age (11 to 15 years) and c) by gender using the Social Structure Social Learning (SSSL) theory as a framework. This study addresses a gap in the literature on English adolescent students by identifying the strongest SL pathway to drug use (imitation, parental reinforcement, attitudes, peer association). Methods Cumulative mediation analyses were carried out on data from the Smoking Drinking Drug Use Survey 2016 (N = 12,051) on adolescents aged 11–15 years across England. Results The results show that imitation, peer association, attitudes and parental reinforcement mediate drug use at ages 12–14 and for some regions but not for gender. Conclusion Drug use is a socially learnt behaviour in adolescents students living in England.

Denial attitude and behavior as a response to the COVID-19 pandemic: A qualitative study

Amid various reactions and public responses to the uncertain situation and changes during the COVID-19 pandemic, some groups and individuals worldwide expressed denial attitudes and behavior, including in Indonesia. This paper aimed to explore denial attitude and behavior, particularly on social learning and observational learning theory. A qualitative survey method with open-ended questions was applied to gather data from 15 individuals who believed the COVID-19 pandemic was part of conspiracy theory and or does not exist. The results show a social learning process leads to the occurrence of attitudes and behaviors that deny the current existence of the COVID-19. Observational learning with a reference group strengthens individuals adapting and forming behavior similar to their reference group. Believing conspiracy theory and having negative perception and behavior towards medical workers are types and characteristics of attitude and behaviors in denying the COVID-19 pandemic. The denial attitude and behavior can ultimately be concluded as a psychosocial response that emerged due to social learning and individual factors, including insufficient access to reliable information and conspiracy theories that were received massively from social media and broadcast message groups. These findings suggest that more attention needs to be given to social and individual factors as causes of the COVID-19 pandemic denial.

Research-Based Game Design for Serious Games

Background: Research into serious games has produced confusing and sometimes conflicting results regarding the effectiveness of using games in education. This confusion can make designing an effective serious game challenging if one wishes to follow the recommendations found in the literature. When we examine these recommendations in light of theoretical models of cognitive and social development along with Universal Design for Learning principles, many of these apparent contradictions can be resolved. Aim: In reviewing the literature we identified social learning and motivation factors that when considered in designing serious games can improve their effectiveness. Using these factors, we provide a concise set of guidelines for developing serious games. Conclusion: The research-informed guidelines presented here can be utilized by all game designers wishing to maximize serious game effectiveness.

Social and Emotional Factors in Learning

Social factors; Emotional factors; Learning

Young People, Sexuality and the Age of Pornography

Recently interest into the effects of pornography on children and young people’s sexual development has increased leading to an increase in studies in the area, laws being changed and public concern growing. This paper aims to recap these findings including more recent studies carried out in the UK. The literature shows links between viewing pornography and sexually explicit material and young people’s attitudes and behaviours. This suggests that young people’s sexuality is affected by sexual imagery and that this influences children and young people’s sexual attitudes and behaviours. The impact is contingent on the young person’s support network, social learning and other demographic factors, not least gender which has been consistently found to be significant. Recent studies have found changes in sexual practices of young people which are attributed to viewing pornography such as an increase in anal sex and casual attitudes to consent. Links between porn use and sexual coercion have also been found. How and in what ways children and young people are affected by such imagery—and what can be done to reduce the negative impact on young people is debated in the light of the gaps in the literature and the issues with the existing literature. Further need for study is discussed.

Multi-UAV obstacle avoidance control via multi-objective social learning pigeon-inspired optimization

We propose multi-objective social learning pigeon-inspired optimization (MSLPIO) and apply it to obstacle avoidance for unmanned aerial vehicle (UAV) formation. In the algorithm, each pigeon learns from the better pigeon but not necessarily the global best one in the update process. A social learning factor is added to the map and compass operator and the landmark operator. In addition, a dimension-dependent parameter setting method is adopted to improve the blindness of parameter setting. We simulate the flight process of five UAVs in a complex obstacle environment. Results verify the effectiveness of the proposed method. MSLPIO has better convergence performance compared with the improved multi-objective pigeon-inspired optimization and the improved non-dominated sorting genetic algorithm.