Cognitive Theory Research Articles

I Did Something Wrong: How and When Leaders Ruminate and Recover from Their Abusive Supervision

Although prior studies have begun to focus on how employees recover from abusive supervision experiences, how leaders ruminate on and recover from their abusive supervision remains unclear. On the basis of cognitive theories of rumination, we propose that abusive supervision is linked to two forms of rumination after work (i.e., affect-focused rumination and problem-solving pondering), which subsequently influence leaders’ next-day work engagement. Specifically, we suggest that affect-focused rumination and problem-solving pondering will hinder and facilitate leaders’ next-day work engagement, respectively. We also identify the past focus and future focus of leaders as moderators in the relationship between abusive supervision and the two forms of rumination. Using an experience sampling methodology for 10 workdays with data from 59 leaders, we find that leaders’ abusive supervision hinders their next-day work engagement through affect-focused rumination, which is aggravated by past focus and mitigated by future focus. However, the problem-solving pondering path is not supported. We conclude by discussing the theoretical and practical implications of our findings and proposing future research directions.

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.

Human-inspired similarity control system: Enhancing line-following robot perception

Human-Inspired Control (HIC) holds promise for endowing machines with human-like cognition, decision-making, and adaptability. In this study, we employ a fusion of cognitive modeling, machine learning, and control theory as the foundational architecture and empirically validate its suitability for robot control within the realm of HIC. Fuzzy logic stands out as a viable approach for HIC control, wherein control rules can be devised drawing from human intuitive inspiration. Specifically, this study explores similarity inference control systems in robotics, with the objective of enhancing line-following control as an alternative to fuzzy systems. The experimental optimization results provide insights into the advantages and limitations of the similarity inference control system. Despite achieving performance comparable to that of traditional two-stage fuzzy control systems, careful consideration of noise sensitivity is paramount. While the similarity inference approach streamlines implementation and obviates the necessity for expert-designed fuzzy rules, its susceptibility to noise can compromise performance, particularly in noisy environments. These considerations are pivotal for the development of control systems aimed at mitigating noise sensitivity, enhancing task-specific performance, and ensuring the adaptability and robustness of line-following robots. To tackle this challenge, we both discuss and experimentally evaluate potential solutions and their applicability in this paper.

Integrating Modern Neuroscience with Traditional Philosophical Theories

Purpose: The general objective of the study was to examine how changes or advancements in modern neuroscience may impact or influence traditional philosophical theories. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to modern neuroscience with traditional philosophical theories. Preliminary empirical review revealed that interdisciplinary collaboration between these fields holds significant potential. Through a comprehensive review of existing literature, it was found that while challenges existed, there were also considerable opportunities for integration. The study emphasized the importance of theoretical integration and methodological innovation in advancing understanding at the intersection of neuroscience and philosophy. Practical implications were highlighted for stakeholders, including researchers, educators, policymakers, and the public, with the conclusion suggesting that embracing interdisciplinary perspectives could lead to deeper insights into the nature of the human mind and its philosophical implications. Unique Contribution to Theory, Practice and Policy: The Dual-Aspect Monism, Embodied Cognition and Enactivism theory may be used to anchor future studies on modern neuroscience with traditional philosophical theories. The study provided recommendations aimed at advancing theory, practice, and policy. Interdisciplinary dialogue and collaboration between neuroscientists and philosophers were fostered to enrich theoretical discussions. Insights from the integration of neuroscience and philosophy were incorporated into educational curricula and training programs, promoting critical thinking skills. Ethical considerations were integrated into neuroscience research through the development of guidelines and regulations. Interdisciplinary research teams were formed to design innovative methodologies, bridging terminological and conceptual differences. Furthermore, international collaboration was encouraged to leverage diverse perspectives and resources. Keywords: Integrating, Modern Neuroscience, Traditional Philosophical Theories, Interdisciplinary, Dialogue, Collaboration, Ethical Considerations, Education, Terminological Differences, International Collaboration, Critical Thinking

Uncovering the origins of mental images about the concept of light: the difference between novice and expert mediation levels profile

This study investigates the mental imagery formed by two Physics undergraduates following their interaction with a mobile application analyzing emission and absorption light spectra. The tool, an instance of extracerebral cognitive processing, served to illuminate the internal cognitive mechanisms the students employed to understand novel knowledge. Guided by the Cognitive Networks Mediation Theory (CNMT), which underscores the significance of external tools in facilitating cognition, and drawing upon Bachelard's Epistemological Profile and Mortimer's Conceptual Profile, a novel 'Mediation Level' Profile is proposed. This profile represents the preferred type of mediation each student employed to elucidate their observations and understandings. The research utilized the Report Aloud Protocol to analyze students' verbal and gestural communications, revealing a complex pattern of various mental images developed through interaction with external objects via different levels of mediation. Notably, the psychophysical and hypercultural mediation levels stood out among the students. The implications of these findings for Physics education and future research directions are discussed, underscoring the utility of mobile applications as a supplementary tool in laboratory settings and the complexity of mental imagery in understanding physical phenomena.

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.

Exploring the Relationship between Moral Decision-Making and Emotional Intelligence

Purpose: The general objective of the study was to explore the relationship between moral decision- making and emotional intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the relationship between moral decision- making and emotional intelligence. Preliminary empirical review revealed that emotional intelligence significantly influences individuals' ability to make ethically sound decisions, as evidenced by positive correlations between emotional intelligence and various aspects of moral decision-making. It found that individuals with higher emotional intelligence demonstrated superior emotional awareness, regulation, and empathy, enabling them to navigate moral dilemmas more effectively. The study highlighted the practical implications of these findings, suggesting that interventions aimed at enhancing emotional intelligence could promote ethical behavior in educational, organizational, and societal contexts. Overall, the research provided valuable insights into the intricate interplay between emotional intelligence and morality, informing strategies for fostering ethical leadership and social responsibility. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Cognitive Developmental theory and Dual Process theory may be used to anchor future studies on moral decision- making and emotional intelligence. The study offered recommendations that contributed significantly to theory, practice, and policy. It suggested further investigation into the underlying mechanisms of the relationship between moral decision-making and emotional intelligence. Practical implications included integrating emotional intelligence training into educational curricula and organizational practices, fostering ethical leadership and decision-making. Policy-wise, the study advocated for the integration of emotional intelligence and ethical education initiatives into broader societal frameworks. Collaboration among stakeholders was recommended to design evidence-based interventions promoting moral development and emotional competence, ultimately contributing to positive social change. Keywords: Moral Decision-Making, Emotional Intelligence, Education, Leadership, Ethical Dilemmas, Interventions, Stakeholders, Collaboration

The Role of Religion in Shaping Social Attitudes towards LGBTQ+ Rights

Purpose: The aim of this study was to examine the role of religion in shaping social attitudes towards LGBTQ+ rights. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the role of religion in shaping social attitudes towards LGBTQ+ rights. Preliminary empirical review revealed that religious beliefs significantly influenced individuals' perceptions and attitudes towards LGBTQ+ individuals and their rights. It found that conservative religious denominations often held negative views towards LGBTQ+ individuals, while more liberal traditions embraced inclusivity and equality. Religious institutions and leaders played a significant role in shaping public discourse and policy debates surrounding LGBTQ+ rights, with varying degrees of support or opposition. The study also highlighted the intersectionality of religion with other social dimensions, such as race and socio-economic status, in shaping attitudes towards LGBTQ+ rights. Overall, the findings underscored the complexities of the relationship between religion and social attitudes towards LGBTQ+ rights and emphasized the importance of fostering dialogue, education, and advocacy to promote greater acceptance and inclusion. Unique Contribution to Theory, Practice and Policy: The Social Identity theory, Social Learning theory and Cognitive Dissonance theory may be used to anchor future studies on role of religion in shaping social attitudes towards LGBTQ+ rights. The study made several recommendations that contributed to theory, practice, and policy. It suggested further research to advance theoretical frameworks that elucidate the complex interplay between religion and attitudes towards LGBTQ+ rights, emphasizing the need for intersectional analyses. In practice, the study recommended promoting dialogue, education, and advocacy within religious communities to foster greater understanding and acceptance of LGBTQ+ individuals. From a policy perspective, it underscored the importance of legislative initiatives that protect LGBTQ+ rights while respecting religious freedom, as well as targeted interventions and support services tailored to the unique needs of LGBTQ+ individuals within religious contexts. Additionally, the study emphasized leveraging media and communication channels to promote positive portrayals of LGBTQ+ individuals and amplify their voices within religious communities. Overall, the recommendations provided a comprehensive framework for advancing acceptance, inclusion, and equality for LGBTQ+ individuals within religious settings and society.

Testing a social cognitive model of career self‐management with Turkish undergraduate students

AbstractThis study investigated the direct and indirect associations between social–emotional learning (SEL) skills, career decision self‐efficacy (CDSE), vocational outcome expectations (VOE), and career engagement (CE) within social cognitive career theory (SCCT) in a sample of Turkish university students. Junior and senior students (N = 460) completed the Social–Emotional Learning Scale‐Young Adult Form, the Career Decision Self‐Efficacy Scale‐Short Form, the Vocational Outcome Expectations Scale, the Career Engagement Scale, and the Demographic Information Form. Data was collected during COVID‐19 lockdowns in 2021. The results of a multiple serial mediation model indicated that higher SEL skills were related to higher CDSE and VOE, and, in turn, to CE. Overall, the results show that SCCT provides a promising framework for identifying predictors of CE, self‐directed career management behavior, in young adults during the transition from school to work. These findings have implications for theory, research, and practice by identifying potential influences on CE during COVID‐19.

Developing Functional Thinking: from Concrete to Abstract Through an Embodied Design

AbstractIn addressing the challenge of fostering functional thinking (FT) in secondary school students, our research centered on the question of how an embodied design can enhance FT’s different aspects, including input–output, covariation, and correspondence views. Drawing from embodied cognition theory and focusing on an action- and perception-based task design that uses light ray contexts and different function representations, we developed a digital-embodied learning environment, using the nomogram as a central representation. Our pilot study involving four eighth-grade students provided insights into their physical interactions with these modules through a multi-touch digital interface. Analysis of video and audio recordings from the pilots, including students’ hand gestures and verbal expressions, was guided by comparing hypothetical learning activities with the actual learning activities. The results show that (1) a concrete light ray context enables students to ground the abstract mathematical function concept; (2) the bimanual coordinating motion tasks, incorporating the covariation aspect of FT, allow students to connect their bodily experience with function properties; and (3) our embodied and dragging tasks support insight in the conversion between nomograms and graphs of functions, encouraging students’ correspondence thinking by providing multiple perspectives to understand, reason about, and manipulate the function. In conclusion, our findings suggest the potential of digital-embodied tasks in fostering FT, evident in students’ diverse strategies and reasoning.

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) & 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.

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.

Perceived parental career expectation and adolescent career development: The mediating role of adolescent career-planning and goal-setting self-efficacy and the moderating role of perceived parent-adolescent career congruence.

The underlying mechanisms (i.e., linking and conditioning mechanisms) in the association between perceived parental career expectation and adolescents' career development remain understudied. Under the guidance of the social cognitive career theory, this study used three-wave longitudinal data from 3,196 Chinese adolescents (Mage = 15.55 years old, SD = .44; 52.8% girls at Wave 1) to fill such gaps. Results indicate conditional indirect effects. Specifically, the indirect association of perceived parental career expectation with adolescents' career adaptability and ambivalence via adolescents' career-planning and goal-setting self-efficacy was stronger when perceived parent-adolescent career congruence was higher than that when perceived parent-adolescent career congruence was lower. Such effects were identified even after various career-related parenting practices were controlled for. Implications for theory, future research and interventions were also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impact of School Feeding Programs on Student Attendance and Performance in Ghana

Purpose: The aim of the study was to investigate the impact of school feeding programs on student attendance and performance in Ghana.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: School feeding programs in Ghana significantly boost student attendance and academic performance, particularly benefiting girls and children in rural areas. These programs reduce hunger, improve nutrition, and increase engagement, leading to enhanced educational outcomes and lower dropout rates.Unique Contribution to Theory, Practice and Policy: Maslow's hierarchy of needs theory, social cognitive theory & expectancy-value theory may be used to anchor future studies on the impact of school feeding programs on student attendance and performance in Ghana. Implement robust monitoring and evaluation frameworks to assess the effectiveness of feeding programs regularly. Integrate school feeding programs into national educational policies as a fundamental component of the educational framework.

Content Specificity of Interpretation Bias Related to Social and Emotional Loneliness in Emerging Adulthood

Background:According to cognitive theories, loneliness is associated with biased cognitive processes. However, studies investigating interpretation bias (IB) related to feelings of loneliness are scarce. The current study aimed to investigate (a) whether emotional loneliness (perceived absence of intimacy) and social loneliness (perceived absence of satisfying connections) are associated with a negative IB while controlling for related psychosocial symptoms, and (b) whether these two types of loneliness show content-specific IB.Methods:Sample 1 included an unselected university sample (N= 138, 81.9% female,M= 20.8 years,SD= 4.4), and Sample 2 utilized a preselected university sample with elevated anxiety/depression levels (N= 315, 69.5% female,M= 23.8 years,SD= 4.3). Participants completed questionnaires on emotional and social loneliness, social isolation, social anxiety, depression, hostility, and an ambiguous scenarios task measuring IB.Results:The results showed that emotional and social loneliness were uniquely associated with a negative IB related to the unavailability of social network. Social loneliness was additionally positively related to an IB for rejection and negatively to an IB for hostility in Sample 2. These results provide evidence for a content-specific negative IB in both types of loneliness.Conclusions:Future studies are needed to replicate these findings as it could aid in developing an effective treatment program for loneliness targeting underlying cognitions in young adults.

Perceived likelihood of standard employment by client organizations and the career mobility of outsourced employees: a self-driving human capital increment model

Externalized employment, aimed at reducing labor costs, is becoming increasingly prevalent. However, the effective implementation of management practices to improve the career mobility of outsourced employees remains unknown. Drawing from social cognitive theory, this study constructs a self-driven career mobility model for outsourced employees. What’s more, this study proposes the concept of differentiation in perceived organizational supports (DPOS), that is ‘the relative degree of outsourced employee’s perception of support from client organizational exceeds that from supplier organization in triangular employment relationships’, and regards it as a key boundary condition for outsourced employees to interpret the cognition of employment opportunities. Data were collected from a three-wave survey of 271 outsourced employees from 52 interorganizational teams. Results showed that the perceived likelihood of standard employment (PLSE) by client organizations positively predicts outsourced employees’ turnover intention from supplier organization. Job-related human capital development (JRHCD) and occupational self-efficacy play a chain mediating role between PLSE and turnover intention. DPOS moderates the relationship between PLSE and JRHCD, and also moderates the mediating and chain mediating effect of JRHCD and occupational self-efficacy. We discuss the implications of findings for outsourcing management research and practice.