Socio-cognitive Theory Research Articles

Modifying Non-communicable Disease Behaviours through Effective Health Communication and Behaviour Change: A Systematic Review

Abstract Non-communicable diseases (NCD) account for 74% of global mortality. Approximately 86% of all premature deaths occur in low- and middle-income countries majorly attributed to lifestyle changes or behavioural risk factors. The theory-based behaviour change interventions (BCIs) appear promising, but their applicability is not explored within the national programmes. The current paper aims to review the effectiveness of theory-based BCI in modifying the NCD risk factors and provide insights into the national NCD programmes. Interventions conducted to evaluate theory-based BCIs between 2002 and 2022 in modifying behavioural risk factors for NCDs were identified from multiple databases (PubMed, Scopus, Google Scholar and Cochrane Library) for systematic review. The final analysis included 35 studies that used theories and models that broadly come under one of the four approaches, i.e. intrapersonal (targets inherent individual factors for behaviour change), interpersonal (targets the family or groups), community (target socio-cultural ecosystems) and integrated (combination of other three approaches). Twenty-seven studies showed significant results. The highest number of studies were of interpersonal approach using socio-cognitive theory and integrated (11 each), and strength of evidence was moderate for both. Twenty-six studies focused on physical inactivity and unhealthy diet. The review supports the effectiveness of behaviour change interventions for mitigating NCD risk factors. Further efforts, including implementation research study methods, should be directed to evaluate effects of these interventions on population health outcomes within specific cultural and social contexts.

Dark tourism, thana tourism, and ghost tourism: a bibliometric visualization review for the last 23 years (2000–2023)

PurposeThis study uses bibliometric visualization techniques to comprehensively review the intertwined concepts of dark tourism, thana tourism and ghost tourism from 2000 to 2023. The research seeks to clarify the ambiguity and inconsistencies arising from the interchangeable use of these terms and sets forth a roadmap for future research endeavors.Design/methodology/approachThis study meticulously extracts research keywords from 634 scholarly papers in the Scopus database. It undertakes a thorough bibliometric analysis utilizing the visualization of similarities (VOS) viewer and RStudio to map the interconnectedness of these tourism phenomena.FindingsThe study identifies and explores contemporary theories such as self-categorization theory, stimulus-organism-response theory, embodiment theory, self-determination theory, socio-cognitive theory, risk perception theory, services theory, dark tourism theory, social and cultural theory, push-pull theory, performance theory, and wound culture theory. The research reveals four primary clusters through keyword co-occurrence and bibliographic coupling analyses: dark tourism insights, dynamics of dark tourism, dark tourism review and dark tourism experiences, illustrating their interrelationships and robustness.Practical implicationsDark tourism insights can guide ethical practices, ensuring respectful site management and accurate historical representation. Integrating dark tourism into broader destination strategies can diversify offerings, attract niche markets and contribute to preserving historical memory through reflective experiences.Originality/valueThis study's outcomes significantly contribute to tourism literature by enhancing our understanding of the overlapping terminologies associated with dark, thana and ghost tourism. This improved comprehension sheds light on the importance of the research agenda surrounding the concept of dark, thana and ghost tourism.

Analisis Semantik Konsep Rezeki dalam Tafsir Al-Misbah dan Implikasinya dalam Konteks Kognitif dan Etis

This study examines Quraish Shihab’s interpretation of the concept of rizq in Tafsir al-Misbah through the lens of Jean Piaget’s cognitive development theory and Lev Vygotsky’s socio-cognitive theory. The academic problem addressed is how the concept of rizq, involving effort, prayer, and social interaction, can be understood from the perspective of cognitive development and social ethics. The study aims to fill the gap in tafsir analysis by incorporating psychological approaches, particularly in understanding how theological thoughts on rizq influence cognitive development and the formation of individual ethics. The research method used is textual analysis of Tafsir al-Misbah with theoretical approaches from Piaget and Vygotsky, exploring both cognitive and ethical aspects in the process of acquiring rizq. The novelty of this research lies in applying psychological developmental theories to tafsir analysis, a rarely undertaken approach in Quranic exegesis studies. The results indicate that Quraish Shihab's interpretation of rizq encompasses cognitive aspects that encourage logical and abstract thinking about effort and prayer, as well as ethical aspects that emphasize social responsibility and integrity in the pursuit of sustenance. This tafsir promotes the development of a proactive mindset and a strong ethical awareness through social interaction within the community.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Should I do this? Incongruence in the face of conflicting moral and role expectations

Moral incongruence—a misalignment between professional role expectations and personal moral values—is an important phenomenon in modern organizations. Though scholarly work has provided us with insights into broad forms of role incongruence, much less is known about the distinct characteristics of moral incongruence. Moreover, we lack understanding of how moral incongruence may shape employee attitudes and behaviors. Drawing on deonance theory and socio-cognitive theory, we develop a model explaining the role of moral incongruence in promoting employee prohibitive voice, withdrawal, and unethical role behavior through the mechanisms of moral outrage and moral disengagement. Examining potential boundary conditions, we also consider the roles of moral identity, self-interest, moral intensity, unethical climate, ethical leadership, and organizational identification. Given the ethical implications of moral incongruence and the significance of the phenomenon for organizations, this work has implications for both theory and practice.

A digito-linguistic analysis of the 2019 Democracy Day speech of former Nigeria’s President Muhammadu Buhari

ABSTRACT This study undertakes a digito-linguistic analysis of the 2019 Inauguration/Democracy speech of former Nigerian President Muhammadu Buhari’s with a view to identifying the various discursive structures in the speech and the social functions they perform. The study adopts van Dijk’s socio-cognitive theory of critical discourse analysis as a theoretical framework. Data were selected through the purposive sampling method and subjected to qualitative and quantitative analysis. The study identifies fourteen discursive structures: actor description, authority, comparison, disclaimer, euphemism, evidentiality, example/illustration, irony, lexicalisation, metaphor, self-glorification, norm expression, number game, us-them, pervading the five discourse strategies in Buharis’s speech. The discourse strategies which include: number game; self-glorification; validation of the Nigeria project; highlighting of achievements, and deployment of escapist statements, are engaged to: express commitment to the development of the nation, give a positive self-representation, and dissociate from Nigeria’s woes. Voyant tools reveal the preponderance of Buhari’s expression of commitment to the Nigerian course. The study concludes that Buhari uses his Democracy/Inauguration speech to emphasise the importance of the Nigeria project and to call for social change among Nigerians.

MEDIA AND HATE SPEECH: A DISCURSIVE STUDY OF HATE SPEECH ON NAIRALAND FORUM

Digital communication has dominated a major space in our everyday discourses; reflecting how we create, organize, conduct, and express our identities in everyday activities. This study entails the discursive study of hate speech on the Nairaland forum. This study is hinged on Van Dijk's Socio-Cognitive theory (2016) and Ruth Wodak's (2009) Discursive Strategies. The data for this study comprises twenty-eight (28) participants' comments extracted from Nairaland. Findings revealed that commenters of hate discourse on Nairaland used five discursive strategies which include nominalization, predication, argumentation, perspectivization, and intensification to produce their hateful comments on the forum. Strategic devices used include nominals, appositions, relative clauses, pronouns, predicative adjectives, metaphors, giving reasons, questioning, and hyperbole. The study also revealed that ethnic, political party, and religious affinities are the major triggers of hate comments on Nairaland. Thus, the study recommended that technology experts should be engaged to design features, using information derived from language experts to block or filter hate comments on social media platforms. Also, standard laws should be established to curb the menace of hate speech on social media platforms in Nigeria.

The Effectiveness of Hypnoanalgesia Using Conventional and Placebo Hypnosis Induction

The effectiveness of hypnosis-based pain management is well-established. However, mechanisms of action and specific effective components are not well understood. The sociocognitive theory of hypnosis proposes that the effectiveness of hypnosis for pain management is determined by the nonspecific features of response expectancy and context. We tested this claim by contrasting the effectiveness of 2 hypnoanalgesia procedures in a within subjects design using the cold pressor task. The 2 procedures were identical, including analgesic suggestions, except for the hypnosis induction used. One condition involved a well-established hypnosis induction, including suggestions for focused attention, relaxation, and deepening. The other condition included a sham induction procedure using only white noise. In our confirmatory analysis (N = 46), we found that pain tolerance increased compared to baseline equivalently in the conventional and sham induction conditions (mean increase 13.7 and 12.4 seconds respectively, average within subject difference −1.27 seconds, 90% confidence interval [CI] = −8.46, 5.90). This finding supports the claim of the sociocognitive theory considering that response expectancy for pain reduction was also equivalent between the conditions (average difference 2.30, 90% CI = −2.23, 6.84). However, self-reported hypnosis depth was greater in the conventional induction condition (average difference −.78, 90% CI: −1.36, −.07), which contradicts sociocognitive predictions. Our findings indicate that conventional procedural elements of hypnosis inductions, such as suggestions for focused attention, relaxation, and deepening, may not be necessary to achieve acute pain reduction in an experimental setting when the hypnosis intervention includes analgesic suggestions. PerspectiveThis study assessed the necessary effective components of hypnosis-based analgesia interventions. Our findings suggest that procedural features such as suggestions for focused attention, relaxation, and deepening may not be necessary for hypnoanalgesia as long as pain relief suggestions are present, and the hypnosis context and response expectancy are established. Trial registrationThis trial was registered on Open Science Framework with the registry number e96xk, available at https://osf.io/e96xk.

Introducing the 3MT_French dataset to investigate the timing of public speaking judgements

AbstractIn most public speaking datasets, judgements are given after watching the entire performance, or on thin slices randomly selected from the presentations, without focusing on the temporal location of these slices. This does not allow to investigate how people’s judgements develop over time during presentations. This contrasts with primacy and recency theories, which suggest that some moments of the speech could be more salient than others and contribute disproportionately to the perception of the speaker’s performance. To provide novel insights on this phenomenon, we present the 3MT_French dataset. It contains a set of public speaking annotations collected on a crowd-sourcing platform through a novel annotation scheme and protocol. Global evaluation, persuasiveness, perceived self-confidence of the speaker and audience engagement were annotated on different time windows (i.e., the beginning, middle or end of the presentation, or the full video). This new resource will be useful to researchers working on public speaking assessment and training. It will allow to fine-tune the analysis of presentations under a novel perspective relying on socio-cognitive theories rarely studied before in this context, such as first impressions and primacy and recency theories. An exploratory correlation analysis on the annotations provided in the dataset suggests that the early moments of a presentation have a stronger impact on the judgements.

The Impact of Online Tools in Teaching Sign Language to Undergraduate University Students in Bamenda

The teaching and learning of sign language is a daunting task to 25 first year university students. They face problems remembering vocabulary, memorising signs, applying grammatical and syntactic rules, developing fluency and utilising non-manual markers. A sequential mixed method approach was employed in conducting the research. Descriptive statistics (SPSS version 17) was used to analyze quantitative data, and Huberman (2004) three analytical stages of data reduction process for qualitative data. Findings reveal that of the 25 students, 7 (28%) had difficulties with vocabulary acquisition, 5(20%) grammar and syntax, 8(32%) fluency issues and 5(20%) spatial difficulties. 3(33%) teaching techniques and downloaded digital resources were mostly exploited: www.startasl.com., Signschool App and ASL dictionary for better comprehension. Observations and questionnaires reveal that 20(80%) students who owned cell phones and practiced out of the classroom had positive outcomes whereas 5(20%) had negative impact. The above results are in line with learning expectations suggested by Vygotsky's Socio-cognitive theory.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

Self-images of school dropout in Barcelona: analysis from system justification theory / Autoimágenes sobre abandono escolar en Barcelona: análisis desde la teoría de la justificación del sistema

Sociocognitive theories assume that group membership has a direct impact on social identity. Vulnerable groups can develop different strategies to lessen the psychological discomfort caused by disadvantageous social membership. Some of these mechanisms operate by validating the social order. This article shows how implicit self-stereotypes operate in a group of students who have dropped out of school. The approach is qualitative based on these young people’s discourses on their educational trajectories, their school experiences and their reasons for dropping out. The analysis allows self-stereotypical elements with repercussions at the level of social justification to be identified and is complemented by a brief sociodemographic description to characterize the group in terms of their social disadvantage.

An Argumentative Discourse Analysis of the Newspaper Editorial “The 9/30 Tragedy”

Academic studies on newspaper discourse have focused primarily on the structure of news items. Research on an argumentative discourse of newspaper editorials is understudied. By using the sociocognitive theory of knowledge and opinion as the theoretical basis, this article aims to analyze the argumentative discourse constructed in “The 9/30 Tragedy” editorial published in The Jakarta Post and to discuss whether the arguments in the text constitute knowledge or solely opinions of the editorial team on the defunct Indonesian Communist Party (PKI). The eclectic research method used the pragma-dialectical model of argumentation supported by intertextuality and vocabulary analysis. The findings reveal that the editorial has a standpoint that the tragedy of September 30, 1965, has led the course of Indonesia’s history for the worst tragedy and that the argumentation is manifested in three stages: confrontational stage, argumentation stage, and concluding stage. Acting as the protagonist, the editorial team maneuvers strategically by quoting other voices and using an evaluative lexical repertoire to support their arguments criticizing Soeharto’s leadership legacy. Overall, the editorial seems to reconstruct mental models for the readers by questioning the reliability of the military-dictated textbooks about the 9/30 Tragedy, thereby reshaping the historical knowledge about the calamity, which is justifiable.

Perception of Alcohol Consumption Risk and Adolescents School Adaptation

In Cameroon, alcohol consumption seems to be increasing in schools, while the failure rate in school exams remains alarming. Thus, we wondered about the link that could possibly exist between the perception of the risk of alcohol consumption and the school adjustment problems that adolescents encounter. This is the objective of this study. The problem addressed here is that of knowing how school adolescents perceive the risk of alcohol consumption in relation to school adjustment. The main question of this study is therefore the following: does the perception of alcohol risk influence the school adaptation of adolescents? By listing certain psychological behaviors of adolescents such as the taste for risk, the quest for independence, impulsivity, and hypersensitivity, adolescents often have a perception of invulnerability, believing that they are less likely to suffer the negative consequences of their actions. It is therefore crucial to understand how adolescents perceive the risks associated with the consumption of psychoactive substances and how this perception influences their behavior and academic success. To answer these questions, we based this work on socio-cognitive theory and the theory of self-esteem. Methodologically, we used classic investigation tools, notably the questionnaire. The study population is made up of school-aged adolescents who enter the age group of 12 to 20 years old, divided into second, first and final-year classes. Data analysis was done based on the Pearson chi-square test and the logistic regression model. The results we obtained show that the consumption of psychoactive substances influences the school adaptation of adolescents. We also note the deterioration of health as a consequence of the consumption of these toxic substances. These substances, when they affect the health of the adolescent, therefore reduce the probability of enjoying going to school. In fact, if we combine appropriate educational, family, health and social interventions, it is possible to promote optimal school adaptation among adolescents and prevent risky behaviors that could compromise their educational success.

"I Am on Top!": An Interactive Intervention Program to Promote Self-Regulation Processes in the Prevention of the Use of Doping in Sports High Schools.

The use of substances to improve sports performance is a widespread phenomenon among adolescents. Several anti-doping programs have been developed, mainly based on knowledge-based evidence. The main aim of the present study was to implement an anti-doping intervention in sports high school students, based on a psychological framework, such as Socio-Cognitive Theory, through the development of a Serious Game (SG), i.e., digital learning based on the game. The experimental design included an intervention group (n = 167; F = 37.7%; Meanage = 17.5 years; SD = 0.58) and a control group (n = 112; F = 42%; Meanage = 17.6; SD = 1). Both of the groups completed the same questionnaire on two different occasions (i.e., time 1 and time 2) for measuring doping intention, self-regulatory efficacy to resist social pressure for the use of substances, moral disengagement, and doping knowledge. Data were analyzed through repeated measures of Group X Time ANOVA, demonstrating some degree of efficacy of the intervention, in particular in terms of the decrease in doping intention and the strengthening of doping knowledge. Moreover, the study demonstrated that the score obtained during the implementation of the SG could partially represent a coherent measure of the participants' beliefs regarding doping. These results could be considered a starting point for future research to better develop technological anti-doping interventions.

Veli Katılımında Kullanılmak Üzere Ebeveyn Ödül ve Övgü Davranış Ölçeğinin Geliştirilmesi

Parental involvement in the educational process is crucial for creating an effective learning environment because parents' attitudes directly influence the child's behavior in classrooms. Two important parental behaviors that impact a child's behavior are rewards and praise. While rewards and praise are viewed positively by the behavioralist approach, they are generally perceived negatively by the socio-cognitive theory. It is vital for school leaders, researchers, and teachers to explore parents' rewards and praise behaviors, investigate their effects on students, and organize parental involvement programs based on these behaviors. However, there are no reliable and valid scales in the literature that measure parents' reward and praise behaviors. Thus, this scale-development research, conducted with a descriptive survey model, aims to develop two distinct, valid, and reliable scales to measure parents' reward and praise behaviors. According to Exploratory and Confirmatory Factor Analysis results, two separate scales have been developed. The first scale is named "Parental Reward Behavior Scale", and the second one is called "Parental Praise Behavior Scale". The Parental Reward Behavior Scale consists of two sub-dimensions. These factors are named "reward as a control tool" and "reward as a motivation tool". The Parental Praise Behavior Scale consists of a single factor. Confirmatory Factor Analysis has verified the structures of the scale. The Criticism Scale and Disrespect Scale have been used for concurrent validity. A positive relationship has been found between both scales and the developed scale. This finding indicates that reward and praise are negative parental behaviors, confirming the theories of the socio-cognitive school rather than the behavioral school. In conclusion, both the Parental Reward Behavior Scale and the Parental Praise Behavior Scale have been introduced to the literature as valid and reliable measurement tools for teachers, researchers and school leaders.

Cognitions affecting innovation among generation Z entrepreneurs: the external enablement of digital infrastructure

PurposeThe current research aimed to investigate the external enablement role of Digital Infrastructures (DI) in the interplay of entrepreneurial cognitions and innovation.Design/methodology/approachData from the Global Entrepreneurship Monitor (GEM) and Digital Economy and Society Index (DESI) were used for analyses. This yielded a sample of 8,601 Generation Z entrepreneurs operating in 25 European countries.FindingsApplying hierarchical moderated regressions showed that socio-cognitive components of an entrepreneurial mindset (self-efficacy, risk propensity, opportunity identification) affect innovation among Generation Z entrepreneurs. More importantly, DI plays an external enablement role in the interplay of cognitions and innovation among Generation Z entrepreneurs.Originality/valueThis study contributes to the socio-cognitive theory of entrepreneurship by integrating an external enablement perspective into the study of cognitions and entrepreneurial outcomes (here, innovation). It contributes to the digital technology perspective of entrepreneurship by connecting the conversation about the socio-cognitive perspective of entrepreneurship regarding the role of cognitions in innovation to the conversation in information systems (IS) regarding technology affordances and constraints. This study extends the application of the external enabler framework to the post-entry stage of entrepreneurial activity and integrates a generational perspective into it.

Interpreting technology: Use and non-use of doctor-patient video consultations in Danish general practice

This study uses socio-cognitive theory on technological frames to understand how and why general practitioners in Denmark use or choose not to use video consultations. Video consultations play a vital role in the digitalisation of the Danish healthcare system. Whilst political decision-makers continuously push for increased use of video consultations, uptake accounts for less than 2% of all consultations. Research is needed that explores the actual circumstances and conditions of video consultation use. Our data corpus consists of 30 semi-structured interviews conducted from August 2021 to August 2022 with 27 Danish general practitioners. Interviews were analysed following reflexive thematic analysis. Our findings show that video consultations are interpreted as 1) compromising occupational values, 2) a crisis tool, 3) the future, and 4) a tool to improve work conditions. Video consultations are differently adopted across clinics due to different interpretations of the technology and its relative advantage in specific clinical contexts. We argue that the concept of technological frames offers a useful analytic perspective for elucidating and anticipating attitudes and actions towards a technology. It increases our understanding of the uptake and rejection of video consultations. This knowledge is valuable for clinicians and politicians working with technological innovation in general practice.

A new insight on CEO characteristics and corporate social responsibility (CSR): A meta-analytical review

Corporate social responsibility (CSR) has emerged as a strategic tool reflecting a competitive edge among firms. In addition, understanding CSR would be accomplished to a greater extent by exploring its micro-foundation. In this context, meta-analysis is carried out utilizing 54 empirical studies to explain the relationship between CEO characteristics and CSR practices. The present study uses a meta-analytical path model to observe the interaction effect among CEO characteristics and the meta-regression model to examine the moderation effect of firm characteristics. The bivariate meta-analysis and path analysis results revealed that CEO compensation, demographic, and personality constructs are consistent with the agency, upper echelon, and socio-cognitive theories, respectively. The findings also reflected the moderating effect of firm characteristics on the relationship between CEO characteristics and CSR. The findings will assist the policymakers in formulating CSR strategy, assuring the upliftment of CSR activities leading to the accomplishment of sustainable development goals (SDGs) 2030.

Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model.

Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.