Social Learning Research Articles

Synchrony Across Brains.

Second-person neuroscience focuses on studying the behavioral and neuronal mechanisms of real-time social interactions within single and across interacting brains. In this review article, we describe the developments that have been undertaken to study socially interactive phenomena and have helped to focus on behavioral and neurobiological processes that extend across interaction partners. More specifically, we focus on the role that synchrony across brains plays in enabling and facilitating social interaction and communication and in shaping social coordination and learning, and we consider how reduced synchrony across brains may constitute a core feature of psychopathology.

Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

Availability and Actualisation – Social and Emotional Learning Processes in Transitions to ‘Behind and Around the Scenes’ Performing Arts Education

Availability and Actualisation – Social and Emotional Learning Processes in Transitions to ‘Behind and Around the Scenes’ Performing Arts Education

"Running on goodwill and fairydust" - Midwives' experiences of facilitating and delivering local breastfeeding support via Facebook groups: A qualitative descriptive study.

Facebook groups providing breastfeeding support are widespread. Some are created and/or facilitated by midwives, but little is known about their motivations or experiences. The present study aimed to examine how midwives involved in providing breastfeeding support via local Breastfeeding support Facebook (BSF) groups perceive the value of this provision and their experiences of creating these services and engaging with mothers online. Participants were recruited through Facebook advertising and snowballing techniques. UK registered midwives with experience of providing breastfeeding support via Facebook groups were eligible. Semi-structured interviews were conducted using Microsoft Teams/Zoom with nine midwives between July and September 2021. Reflexive thematic analysis was conducted. Three themes, each with three subthemes, were identified: (1) Imperatives and Value; (2) Goodwill & Lack of Resources; and (3) Community of Practice. Theme 1 described groups as necessary for meeting current mothers' needs and improving low breastfeeding rates. Theme 2 highlighted that BSF groups rely on voluntary work by midwives and peer supporters, with sustainability and recognition of their efforts being major concerns. Theme 3 showed that BSF groups function as communities of practice, offering social learning opportunities and benefits for midwives. Midwives became involved in delivering online support motivated by a belief in the value of this provision, but acted as volunteers and felt unsupported by wider services. This has impacts for the sustainability of this provision regardless of its value. However, midwives reported significant benefits from involvement. Thus, there is a need for services to provide additional guidance and investment.

Building ties at multi-stakeholder engagement events to facilitate social learning about contentious issues in natural resource management

Building ties at multi-stakeholder engagement events to facilitate social learning about contentious issues in natural resource management

Ethical leadership and followers’ job crafting: the mediating role of followers’ role-breadth self-efficacy and work engagement

PurposeThe objective of this study was to investigate the link between ethical leadership and followers’ job crafting. Based on social learning theory and the job demands-resources model, we expected that followers’ role-breadth self-efficacy and work engagement would serially mediate the association between this leadership style and followers’ job crafting.Design/methodology/approachA quantitative analysis was conducted among a sample of 458 subordinates that assessed the ethical leadership of their direct supervisor and reported on their own role-breadth self-efficacy, engagement and job crafting behaviours.FindingsEthical leadership was positively associated with followers’ increasing structural resources, increasing social resources and increasing challenging demands. The mediation hypothesis was supported for increasing challenging demands but not for increasing social resources. Results unexpectedly suggested that the indirect positive effect suppresses the direct negative effect of ethical leadership on followers’ increasing structural resources, the total effect becoming positive. This leadership style was not associated with followers’ decreasing hindering demands.Practical implicationsThe research highlights the possibility that ethical leadership trainings may stimulate followers' job crafting.Originality/valueThe study explores for the first time the relationship between this leadership style and job crafting behaviours of subordinates and, moreover, provides an explanatory mechanism for the relationship between these variables.

Revitalizing Ancestral Values through Technology: Using Wayang Kulit to Engage Gen Z in Cultural and Educational Innovation

“Wayang Kulit” is a cultural heritage that combines art, storytelling, education and creativity. Although it has many charms, the lack of awareness as well as opportunity to witness this art and the perceived indifference amongst the younger generation is slowing diminishing the impact of the Wayang Kulit especially in line with ancestral values and education. This research aimed to assess if technology and education using the Wayang Kulit could be an attractive learning tool for Gen Z to apply ancestral culture and values within a modern context. In order to make it more attractive and relevant from a technology perspective, the participants selected were undergraduates from Asia Pacific University of Technology and Innovation (APU) pursuing courses in Multimedia and Games Development. The participants were required to create a short video between 2 to 3 minutes embedding the art of “Wayang Kulit” using popular stories linking it to the Sustainable Development Goals (SDG) for a competition known as “Videre Lumina”. The participants were also interviewed to understand further their experience and whether the “Wayang Kulit” could potentially be a strong asset in educational innovation. This qualitative study used the Social Learning Theory (SLT) and analyzed the videos and interviews using Pragmatist Thinking and Interpretative Phenomenological Analysis. The results reflected positive feedback towards “Wayang Kulit” and the stories behind it. The students were also enthusiastic with the learning process and the ability to communicate their story-telling skills from a multitude of ways including expressing themselves digitally through the stories, backgrounds, music, characters and the puppets. The link to culture was especially noted when participants of different backgrounds portrayed the same characters as hero’s or villain’s depending on their culture or heritage stories. Therefore, the “Wayang Kulit” is definitely an intangible asset that should be continued and celebrated as its benefits and charm can impact education, values and be used as a social engineering tool. The use of technology also provides further opportunities to expand the opportunity to watch this art and further create awareness and appreciation for its value.

Voices without words: the spectrum of nonverbal vocalisations

ABSTRACT Nonverbal vocalisations are a fundamental part of human life. Here, we use Tinbergen’s ethological framework to examine the functions, ontogenetic trajectories, evolutionary history, and underlying mechanisms of five types of vocalisations: cries, laughter, moans, screams, and sighs. Integrating insights from evolutionary biology and social psychology, we demonstrate how biological functions and social factors shape vocalisations. Tracing the development of vocalisations from infancy to adulthood emphasises the role of innate tendencies, as well as delineating processes of social learning. For each vocalisation type, we map their distinct nature and communicative potential: cries are crucial for survival and caregiving responses; laughter fosters social bonding and group cohesion; moans convey a wide range of internal states from pleasure to discomfort; screams serve as urgent alarms in critical situations; and sighs regulate emotions and signal shifts in emotional states. We conclude that both biological and social factors must be considered to understand nonverbal vocalisations.

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

A participatory lens to enhance collaborative learning among university students in rural South Africa

Collaborative learning has been recognised as a highly effective approach to enhancing critical thinking, problem-solving, and overall academic performance. However, rural university students face unique challenges that may hinder their participation and engagement in collaborative learning activities. This gap may subsequently affect their learning effectiveness, leading to poor academic performance. Therefore, this study explores the challenges faced by rurally located university students in collaborative learning and strategies to enhance their participation. The study is underpinned by social learning theory and framed within a transformative paradigm using a qualitative research approach. Participatory Research was employed as a research design to provide inclusive opportunities for participants to be actively involved in the process of finding solutions to their problems. Focus group discussions were conducted to elicit information from 10 randomly selected rural university students enrolled in a particular module at a selected university in the Eastern Cape province. Thematic analysis was utilised to analyse the data. The results indicate that the main challenges faced by rural university students in collaborative learning include limited access to resources and technology, conflicting time schedules, and the unavailability of students. In contrast, providing adequate access to resources and technology, along with social and institutional support, is essential for enhancing collaborative learning among students in rural universities. In conclusion, promoting collaborative learning among rural university students requires universities to invest in adequate resources, implement flexible learning schedules, and create supportive learning environments.

Social and emotional learning in the cerebellum.

The posterior cerebellum has a critical role in human social and emotional learning. Three systems and related neural networks support this cerebellar function: a biological action observation system as part of an extended sensorimotor integration network, a mentalizing system for understanding a person's mental and emotional state subserved by a mentalizing network, and a limbic network supporting core emotional (dis)pleasure and arousal processes. In this Review, I describe how these systems and networks support social and emotional learning via functional reciprocal connections initiating and terminating in the posterior cerebellum and cerebral neocortex. It is hypothesized that a major function of the posterior cerebellum is to identify and encode temporal sequences of events, which might help to fine-tune and automatize social and emotional learning. I discuss research using neuroimaging and non-invasive stimulation that provides converging evidence for this hypothesized function of cerebellar sequencing, but also other potential functional accounts of the posterior cerebellum's role in these social and emotional processes.

Duty of care toward the Kinabatangan River: Environmental monitoring, social learning and Care of Place in Sabah, Malaysia

AbstractThis case study contributes to the conceptualisation of, and methodology for, studying caringscapes/carescapes that concern the relations among humans and between human and non‐human subjects. It analyses how some local villagers along the Lower Kinabatangan River express their ‘duty of care’ toward the river through their sustained local participation in restorative work by means of such projects as assessing changing water quality in their wetlands. Making sense of their emergent sense of responsibility to foster care for the river entails examining not only how the local sense of place centres upon the river, but also how the river itself affects local communal and personal identity in a two‐way flow. This case study highlights the agency of those experiencing the process of socioecological change involving a social learning process covering two decades via learning networks, community participation in citizen science, trust, and leadership by example.

Interpersonal Curiosity: A Missing Construct in the Field of Human Development

Children demonstrate a remarkable capacity for both intellectual and interpersonal curiosity, reflecting their desires to know about the physical, material, and natural world and about the thoughts, feelings, and experiences of other people. Yet the study of curiosity and its educational applications have focused almost exclusively on the former, even though interpersonal curiosity may be critical for social emotional learning, human connection, and the capacity to understand and take the perspective of others. In this paper, we review the research on intellectual and interpersonal curiosity, focusing on the latter and including our own research that indicates that it is associated with social emotional wellbeing, academic engagement, and a sense of common humanity (Author, 2023; Authors, 2024). We also review research on how ecological contexts (e.g., of families and schools) shape curiosity, how contextual variation may lead to individual variation (i.e., by gender and age), and offer directions for future research.

Understanding the Mechanisms Mediating the Relationship Between Delinquent Peer Association and Adolescent Drug Use in the Greater China Region

Prior research on delinquent peer association and adolescent drug use predominantly examines the direct link between the two factors from the differential association/social learning perspective. The current study, based on survey data among 8,027 secondary school students sampled from three major cities in the Greater China Region, aims to elucidate this relationship further by identifying key mediators derived from several major criminological theories and perspectives, including social learning theory, lifestyle/routine activity theory, general strain theory, and the opportunity perspective. This study finds that significant mediators include pro-drug use attitudes, crime victimization, and drug availability, with pro-drug use attitudes exerting the most substantial influence on adolescent drug use. These results underscore the complexity of the relationship between delinquent peer association and adolescent drug use, advocating for a multifaceted theoretical approach for comprehensive understanding.

Group-based versus individual parenting programs: A meta-analysis of effects on parents.

Parenting programs aim to motivate change in parents' behaviors, perceptions, and knowledge to promote desirable changes in children's adjustment and behavior. Parenting programs are typically delivered in a group-based or individual format, and it is unknown which format most effectively supports parents. On the one hand, group-based programs may be more effective since they provide access to peer-based support. On the other hand, individual programs may be more successful since they offer a tailored approach. Therefore, this meta-analysis investigated which delivery format is most effective in optimizing child behavior management (i.e., positive reinforcement and nonviolent discipline), parenting stress, and parental depressive symptoms. Studies were selected from the systematic review by Backhaus et al. (2023). Our sample included evaluations of 121 group-based and 41 individual programs based on social learning theory principles. Robust variance estimation indicated that parents' child behavior management and parenting stress improved in both delivery formats. In contrast, parental depressive symptoms improved only in group-based programs. Our findings suggest that whether parents benefit more from a group-based or individual program in part depends on the outcome examined. Therefore, it is important for clinicians to understand parents' goals to effectively guide them toward the most appropriate parenting program delivery format. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Promoting social and emotional learning (SEL) in settings through emotion coaching practice: a model of engagement for practitioner use

ABSTRACT Emotion Coaching (EC) is a universal, relational approach focussed on promoting emotional wellbeing through attuned relationships. Adults coregulate children to understand different emotions they experience, why they occur and how to manage them. EC was introduced into UK educational settings in 2010 to promote children’s social and emotional learning (SEL) and build resiliency. With evidence of child and practitioner benefit, it is an adaptable ‘technique’ to manage dysregulated children and emotional situations. This paper, reports on educational practitioners’ EC experience. An inductive study, using semi-structured interviews, captured experiences and perceptions of 21, EC trained practitioners. Using constructivist grounded theory, analysis identified the fundamental role of the practitioner’s emotional identity and emotional awareness; recognised practice integration was influenced by practice opportunity and reflection with colleagues and acknowledged the need for managerial support to normalise and sustain EC in settings. With use, practitioner emotional awareness increased, suggesting modification in emotional identity, creating the opportunity to reaffirm, reconsider and re-engage in practice. Integration of EC practice was viewed as an ongoing journey, being described as ‘a way of being and a way of becoming’. The model of EC engagement conceptualised practice integration as a recursive cycle, starting and returning to the practitioner, with sequential, incremental stages. Through attuned child and adult interactions, EC confers, normalises and sustains symbiotic advantage. The model proposed is a practical tool, to guide planning, delivery and monitoring of practice integration.

Work autonomy and exit-voice choice: the role of skill utilization, learning from colleagues and future time orientation

PurposeUnderpinned by the exit-voice and work design models, this study investigates how work autonomy reduces employee turnover intentions and promotes voice behavior via the mediator of skill utilization and how this mediation process is moderated by social (learning from colleagues) and personality (future time orientation) characteristics.Design/methodology/approachThe hypothesized moderated mediation model was tested using regression analysis based on two-wave survey data of 350 Chinese employees.FindingsThe relationships between work autonomy on the one hand and voice behavior and turnover intentions on the other were mediated by skill utilization. Furthermore, such mediated relationships were intensified by collegial learning and future time orientation.Practical implicationsAdopting empowering HR practices (e.g. autonomous work teams and job rotation) that give employees job control and learning opportunities is important to encourage employee voice and reduce turnover.Originality/valueThe paper identifies collegial learning and future time orientation as boundary conditions that regulate the effects of work autonomy. This reconciles the contradictory findings in prior research testing the relationship between autonomy and exit-voice decisions.

The Mellow Babies parenting programme: role of group processes and interpersonal change mechanisms

IntroductionGroup-based parenting programmes have specific mechanisms of change compared to individual delivery. The Mechanisms of Action in Group-based Interventions framework (MAGI); distinguishes between interpersonal and intrapersonal mechanisms of change. This paper articulates a theory of change for Mellow Babies, a 14-week attachment-based group parenting programme for mothers of infants aged under 18 months, identifying the inter and intrapersonal change processes.MethodsThirty-two semi-structured interviews were conducted with mothers and practitioners who participated in Mellow Babies, including twenty post-group interviews and nine telephone fidelity checks. Data were analysed using Deductive Qualitative Analysis based on the components identified within the MAGI framework.ResultsKey interpersonal change mechanisms included: 1. Normalisation through social comparisons; 2. Validation and cognitive reframing through group feedback; 3. Peer support, offering accountability for the implementation of new habits, and providing opportunities to give and receive advice; and 4. Social and experiential learning, including internalisation of group responses leading to increased self-compassion. Intrapersonal change mechanisms were: 1. Developing new self-insight, including parenting self-awareness; 2. Increasing parenting knowledge and understanding of infant development; 3. Having time and space for self; 4. Motivation to implement new habits. Interpersonal change mechanisms had a moderating role on intrapersonal change mechanisms and subsequent programme outcomes.DiscussionThe contribution of group processes and interpersonal mechanisms of change are often overlooked within programme evaluations. Findings from this study implicate their mediating role on intrapersonal change mechanisms and subsequent programme outcomes. It is important for programme deliverers and evaluators to understand the interrelationships between group processes, change mechanisms and programme outcomes to optimise efficacy and ensure cross-contextual replicability.

Cross-cultural learning as a foundation for reimagining ocean governance

ABSTRACT Research is a key tool that can contribute to the transformation of governance systems and help uncover solutions to our planetary crises. In recognition of the need for research itself to be transformed, researchers and research institutions are increasingly being challenged to move away from unidirectional approaches to partnership building, to decolonise science, and to be aware of individual and institutional positionality and established power relations. Yet the ways and means of doing so are poorly articulated and often extremely challenging. This paper seeks to explore the practical realities of engaging with a reflexive approach to research, through three distinct case studies which examine the critical role that cross-cultural interactions can play in triggering social learning and transformative change. Across all three case studies, we found that engaging across diverse, cross-cultural and knowledge interfaces has profoundly influenced the projects and partnerships in which we are involved, by shifting perceptions, challenging established norms and triggering reorientation and redirection in institutional rules and behaviours. Yet we also highlight the many challenges and mistakes we made along the way. As such, we offer suggestions on how the reflexivity might be better supported and nurtured within institutional research structures.