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Internet access for adolescents is becoming more prevalent around the world. Although video game playing has been verified to be negatively related to adolescent academic achievement, the mechanisms underlying this relationship are also unknown. Using a nationally representative sample of adolescents from the China Education Panel Survey (2014–2015), this study aims to explore the parallel mediation roles of self-educational expectation and learning attitude in the link between video game playing and academic achievement, and whether the direct and indirect effects are moderated by parent-child relationship. The results indicate that video game playing in adolescents is both directly and indirectly related to their academic achievement, and self-educational expectation and learning attitude partially mediate this association. Moreover, the results reveal that parent-child relationship moderates the direct association between video game playing and academic achievement as well as the indirect association of video game playing on academic achievement via self-educational expectation, respectively. By showing empirical evidence for the usefulness of social cognitive theory to adolescents' academics in the Internet Age, our research provides a supplement to existing literature. [ABSTRACT FROM AUTHOR]

Building on social identity theory and cognitive models on information processing, the present paper considered whether and how stereotyped information in job ads impairs older/younger job seekers' job attraction. Two eye-tracking experiments with older (Study 1) and younger job seekers (Study 2) investigated effects of negatively metastereotyped personality requirements (i.e., traits) on job attraction and whether attention to and memory for negative information mediated these effects. Within-participants analyses showed for both older and younger job seekers that job attraction was lower when ads included negative metastereotypes and that more attention was allocated towards these negative metastereotypes. Older, but not younger job seekers, also better recalled these negative metastereotypes compared to not negative metastereotypes. The effect of metastereotypes on job attraction was not mediated by attention or recall of information. Organizations should therefore avoid negative metastereotypes in job ads that may capture older/younger job seekers' attention and lower job attraction. [ABSTRACT FROM AUTHOR]

Undergraduate research has been identified as a high-impact educational practice. However, despite the body of evidence on the outcomes of undergraduate research, few studies have focused on the influences students face regarding participation. Developed using Science Capital and Social Cognitive Career Theory, a survey comprised of potential influences to undergraduate science research participation was disseminated to science majors at four R1 institutions in the Southeastern United States. Participation rates across several demographic factors and effect of participation influences were analysed. Results reveal a significantly greater proportion of the Lesbian, Gay, Bisexual, Transgender, Queer, Plus (LGBTQ+) and disability communities indicating participating in research than their peers. Additionally, fourteen participation influences were identified as having a significant difference in their level of influence to the ability to participate in research between researchers and non-researchers. These include professor influence, interest in research, interest in science, coursework in the major, and major all being rated as opportunities with a significant difference of effect between researchers and those who have not yet participated in research. The results of this study will be beneficial for science departments and their respective institutions to improve the equity of access to their undergraduate research experiences. [ABSTRACT FROM AUTHOR]

Discipline-based education research—a field of research that investigates teaching and learning within STEM disciplines—has emerged over the last few decades to improve the quality of STEM education worldwide. Simple qualitative questions concerning the career backgrounds and motivations of the individuals who conduct this research have yet to be explored. Here, we surveyed and interviewed discipline-based education researchers about their career trajectories and motivations to pursue this field of research. We focused specifically on recruiting biology education research faculty members at colleges and universities. We used the Social Influence Model and Social Cognitive Career Theory to develop and analyze survey and semi-structured interview questions. Findings revealed participant career paths all began with disciplinary undergraduate and graduate-level biology education. We noticed participants began conducting biology education research due to their values and personal interests, while additionally being swayed by contextual factors. Specifically, participants valued biology education research because it allowed them to make a difference in the world and provided them with a community open to change and collaboration. Biology education research allowed them to explore their interests in teaching and evidence-based approaches to education. These values and interests were impacted by contextual factors, including discoveries of opportunities, positive (or negative) experiences with mentorship, exposure to evidence-based teaching literature, considerations of salary and job security, and experiences with gender-based discrimination. Our results underscore the importance of harnessing individual values and interests—especially those centered on evidence-based teaching practices and making a difference in the world—while fostering a positive and supportive academic environment. This research reveals pathways toward discipline-based education research careers. Additionally, this research can inform the development of graduate programs and funding opportunities. [ABSTRACT FROM AUTHOR]

As university students face increasing pressures in a highly competitive society, unhealthy lifestyles have become a common phenomenon. Health awareness is considered a critical factor in promoting healthy behaviors, yet its mechanism of action on university students' healthy lifestyles, influenced by self-esteem and social support, remains unclear. This study aims to explore the relationship between health awareness (HA) and healthy lifestyles (HL) and to examine the mediating roles of self-esteem (SE) and social support (SS) in this relationship. Based on social cognitive theory, this study initially constructs a theoretical model of the impact of health awareness on healthy lifestyles among university students, introducing self-esteem and social support as mediating variables to further build a chain mediation model. A total of 1,169 participants (554 males and 615 females) completed an online survey. Participants completed the Health Awareness Scale (HAS), the Diet and Healthy Lifestyle Scale (DEVS), the Rosenberg Self-Esteem Scale (RSES), and the Oslo Social Support Scale (OSSS-3). The results show that high levels of health awareness positively influence self-esteem, which in turn positively influences social support, ultimately having a positive impact on healthy lifestyles. Specifically, self-esteem and social support play significant mediating roles in the relationship between health awareness and healthy lifestyles. The findings reveal the pathway by which health awareness influences healthy lifestyles through self-esteem and social support, enriching the theoretical explanation of health behaviors within the framework of social cognitive theory, particularly in the context of university students. Furthermore, the results provide practical guidance, suggesting that in designing interventions to promote healthy lifestyles, emphasis should be placed on enhancing university students' health awareness, self-esteem, and social support systems. This could include mental health education, establishing supportive communities, and fostering activities that promote self-esteem. [ABSTRACT FROM AUTHOR]

Background: Despite the recognition of the impact of childhood psychological abuse, self-efficacy, and psychological resilience on cyberbullying, there is still a gap in understanding the specific mechanisms through which childhood psychological abuse impacts cyberbullying via self-efficacy and psychological resilience. Methods: Based on the Social Cognitive Theory, this study aims to investigate the link between childhood psychological abuse and cyberbullying in adolescents, mediated by the sequential roles of self-efficacy and psychological resilience. The sample consisted of 891 students (M = 15.40, SD = 1.698) selected from four public secondary schools in Jiangsu Province, Eastern China. All the participants filled in the structured self-report questionnaires on childhood psychological abuse, self-efficacy, psychological resilience, and cyberbullying. The data were analyzed using SPSS 24.0 and structural equation modeling (SEM) in AMOS 24.0. Results: The findings of this study are as follows: (1) Childhood psychological abuse is positively associated with adolescent cyberbullying; (2) Self-efficacy plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (3) Psychological resilience plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (4) Self-efficacy and psychological resilience play a chain mediation role between childhood psychological abuse and adolescent cyberbullying. Conclusion: This study contributes to a deeper understanding of the underlying mechanisms linking childhood psychological abuse to adolescent cyberbullying, shedding light on potential pathways for targeted interventions and support programs to promote the well-being of adolescents in the face of early adversity. [ABSTRACT FROM AUTHOR]

Background: Children of Black immigrant parents living in the US are at elevated risk of being overweight or obese, thus increasing their risks of morbidity and mortality as they age. Parents play a crucial role in shaping their children's nutrition through their food parenting practices. The Social Cognitive Theory (SCT) can explain Black immigrant mother's FPP and their children's dietary behavior. This study aimed to assess SCT's constructs, personal (maternal knowledge, attitudes, beliefs) and environmental factors (acculturation) in relation to the behavioral factor (food parenting practices) among a sample of Black immigrant mothers living in Metro Atlanta, Georgia. Methods: Convenience sampling was employed to recruit 30 Black immigrant mothers who lived in seven Metro Atlanta, Georgia counties in the summer of 2022. Four focus group interviews were conducted over two weeks. The qualitative data analysis was thematic. Results: Focus group data analysis revealed seven major themes: knowledge, attitude, belief, modeling, acculturation, coercive control, and structure, and six subthemes. Mothers discussed being intentional about encouraging healthy foods and limiting unhealthy foods for their children. Overall, acculturation influenced mothers' food parenting practices. Since migrating to the US, some mothers' nutrition changed in positive (e.g., eating more fruits) and negative ways (e.g., snacking more) because of schedules, cost, and access. Children ate a mixed diet, the mother's native diet and the American diet, and the former was considered healthier and affordable by most. Conclusion: This is the first study to look at the food parenting practices of Black immigrants in the US. By identifying key factors that influence the food parenting practices of this population and their children's dietary habits, this study's findings are useful to practitioners or researchers who work with this population on nutrition. [ABSTRACT FROM AUTHOR]

Background: Type 2 diabetes mellitus is highly prevalent in the Arab Gulf countries. Despite this, limited culturally-adapted lifestyle intervention studies have been conducted in this region. Methods: In this culturally adapted 12-month cluster randomized trial, 382 patients with type 2 diabetes, aged 20–70 years were recruited from 6 public healthcare centers (3 interventions and 3 controls) in Al Ain, United Arab Emirates. The primary outcome of this study was a change in hemoglobin A1c (HbA1c). The secondary outcomes were Body Mass Index (BMI), low-density lipoprotein (LDL), high-density lipoprotein (HDL), triglycerides, total cholesterol, dietary intake, and physical activity levels. A diet and physical activity intervention, guided by the social cognitive theory, was delivered individually and in group format to the intervention group. The control group continued receiving only their usual diabetes management care. The data were collected at baseline and 1 year after participation. Results: The mean baseline HbA1c levels of the control and the intervention groups were 7.45 ± 0.11% and 7.81 ± 0.11%, respectively. At the end of the 12-month intervention, there was no significant difference in the changes of mean HbA1c between the intervention and the control groups. On the other hand, BMI and daily caloric intake were significantly decreased in the intervention compared to the control group by 1.18 kg/m2 (95% CI: -1.78 − -0.60) and 246 kcal (95% CI: -419.52 − -77.21), respectively, after controlling for age, gender, education, marital status, duration since diabetes diagnosis, diabetes treatment, treatment clinic, and baseline values. Sitting time during the week-end was significantly lower, difference 52.53 minutes (95% CI: 93.93 − -11.14). Conclusions: This community-based lifestyle intervention for patients with baseline HbA1c <8% did not result in a significant decrease of HbA1c but reduced caloric intake, body weight, and weekend inactivity after controlling for the covariates. Trial registration: This trial was registered on February 11, 2020 with Clinicaltrials.gov (NCT04264793). [ABSTRACT FROM AUTHOR]

Dietary diversity is crucial in ensuring food and nutrition security. In low-middle-income countries, people frequently prioritize the quantity of food they consume over its quality due to a lack of availability and financial limitations. As a result, achieving dietary diversity is often overlooked in favor of ensuring adequate caloric intake. Through a social cognitive theory perspective, our study examines the relationship between food demonstrations and household dietary diversity in Ghana's Upper West Region utilizing cross-sectional survey data from 517 smallholder farmer households. The results from ordered logistic regression presented in odds ratio (OR) show that participating in food demonstrations (OR: 2.585, p<0.01), engaging in home gardening (OR: 1.932, p<0.001), having access to credit (OR: 1.609, p<0.01), self-rated good nutritional status (OR: 1.747, p<0.01), and Waala ethnicity (OR: 3.686, p<0.001) were all positively associated with high household dietary diversity. Conversely, living in the Wa West district was associated with lower dietary diversity (OR: 0.326, p<0.001). Our research findings suggest that policymakers may want to consider implementing community-based educational programs, such as home and school visits for food demonstrations and sensitizations, promoting mother-to-mother support groups for dietary diversity education, nutrition counseling services, and using role-play and local media. In addition, strengthening local agricultural policies through food banks, indigenous seed development, and mobile food markets and enhancing public-private partnerships like the Ghana Schools Feeding Programme and National Food Buffer Stock company could improve the supply chain and distribution networks for diverse food items. Implementing these interventions in the Upper West Region of Ghana could improve health, well-being, food security, and nutritional outcomes. [ABSTRACT FROM AUTHOR]

Formalistic tasks are widely utilized in modern companies due to their ability to increase productivity and contribute to the achievement of corporate goals at a lower cost. However, these tasks are often meet with resistance from individuals because they do not provide direct short-term rewards for their efforts. Drawing on social cognitive theory, this study examined the influence of individual quality and organizational attachment on the completion of formalistic tasks. To address this, the study conducted a questionnaire survey to collect data from 602 Chinese respondents and built a structural equation model for data analysis. Through empirical research, the study confirmed the positive role of individual quality, including knowledge and personality, in the completion of formalistic tasks. Furthermore, the study proved that avoidant attachment could significantly weaken the effect of some components of individual quality on formalistic task completion. This paper is the first to reveal the influence of individual and environmental factors on individuals' completion of formalistic tasks, progressing from bottom to top. The implications of these results are discussed. [ABSTRACT FROM AUTHOR]

The utilization of digital educational infrastructure in schools has propelled digital educational games to the forefront of educational innovation. Despite an abundance of empirical studies on the relationship between digital educational games and student's motivation for learning, a consensus has yet to be reached. This study aims to bridge existing research gaps by adopting a mixed-methods approach grounded in behaviorist learning theory and contextual cognitive theory. A detailed questionnaire was disseminated to students from three distinct university in Thailand. After the exclusion of invalid responses, a robust sample of 434 valid responses was curated and utilized for analysis. Utilizing SPSS and MPLUS software, empirical analyses were conducted to explore the impact of digital educational games on student's motivation for learning. Research results indicate that: First, digital educational games positively influence student's motivation for learning; Second, learning engagement serves as a mediator between digital educational games and student's motivation for learning; Third, the digital environment moderates the relationship between digital educational games and student's learning engagement. Notably, the positive impact of digital educational games on student learning engagement is amplified in a more immersive digital environment. This study contributes to behaviorist theory and social cognition theory by elucidating how digital educational games affect student's motivation for learning through their engagement and by highlighting the moderating role of the digital environment. Practically, these findings underscore the significance of digital educational games and the digital environments in schools to enhance student's motivation for learning. [ABSTRACT FROM AUTHOR]

The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers' information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dimensions of information knowledge and information capability have a significant positive effect on innovative teaching behavior; (2) Creative self-efficacy plays a mediating role between information literacy (information knowledge and information capability) and innovative teaching behavior; (3) College innovation climate significantly moderates the positive relationship between information literacy (information awareness and information knowledge) and creative self-efficacy; (4) College innovation climate significantly moderates the mediating effect of creative self-efficacy between information literacy (information awareness and information knowledge) and innovative teaching behavior. Therefore, colleges and universities should focus on enhancing teachers' information literacy level and their creative self-efficacy, creating an excellent atmosphere for innovation, and encouraging college teachers to actively carry out their innovative teaching practice in the new stage of educational informatization. [ABSTRACT FROM AUTHOR]

Based on social cognitive theory and gender differences, this study verified a moderated mediation model to explore the relationship between the COVID-19 related stress (CRS) and social network addiction (SNA) and evaluate the mediating role of fear of missing out (FoMO) and the moderating role of gender. A questionnaire survey was conducted, including 702 Chinese university students.This study used PROCESS to test the hypothesis model.The results showed that the CRS significantly and positively affected the SNA of college students and FoMO played a complementary mediating role. Moreover, the analysis of the moderated mediation model showed that gender moderated the relationship between FoMO and SNA; the effect of FoMO was stronger on the SNA of male college students than that of females. The results not only enhanced our understanding of the internal influencing mechanism of the relationship between CRS and SNA but also considered gender differences. In addition, some suggestions were proposed. [ABSTRACT FROM AUTHOR]

Rural populations are more vulnerable to the impacts of COVID-19 compared to their urban counterparts as they are more likely to be older, uninsured, to have more underlying medical conditions, and live further from medical care facilities. We engaged the Southeastern MN (SEMN) community (N = 7,781, 51% rural) to conduct a survey of motivators and barriers to masking to prevent COVID-19. We also assessed preferences for types of and modalities to receive education/intervention, exploring both individual and environmental factors primarily consistent with Social Cognitive Theory. Our results indicated rural compared to urban residents performed fewer COVID-19 prevention behaviors (e.g. 62% rural vs. 77% urban residents reported wearing a mask all of the time in public, p<0.001), had more negative outcome expectations for wearing a mask (e.g. 50% rural vs. 66% urban residents thought wearing a mask would help businesses stay open, p<0.001), more concerns about wearing a mask (e.g. 23% rural vs. 14% urban were very concerned about being 'too hot', p<0.001) and lower levels of self-efficacy for masking (e.g. 13.9±3.4 vs. 14.9±2.8, p<0.001). It appears that masking has not become a social norm in rural SEMN, with almost 50% (vs. 24% in urban residents) disagreeing with the expectation 'others in my community will wear a mask to stop the spread of Coronavirus'. Except for people (both rural and urban) who reported not being at all willing to wear a mask (7%), all others expressed interest in future education/interventions to help reduce masking barriers that utilized email and social media for delivery. Creative public health messaging consistent with SCT tailored to rural culture and norms is needed, using emails and social media with pictures and videos from role models they trust, and emphasizing education about when masks are necessary. [ABSTRACT FROM AUTHOR]

On social networking sites, people can express themselves in a variety of ways such as creating personalized profiles, commenting on some topics, sharing their experiences and thoughts. Among these technology-enabled features, retweeting other-sourced tweet is a powerful way for users to present themselves. We examine users' retweeting behavior from the perspective of online identity and self-presentation. The empirical results based on a panel dataset crawled from Twitter reveal that, people are prone to retweet topics they are interested in and familiar with, in order to convey a consistent and clear online identity. In addition, we also examine which user groups exhibit a stronger propensity for a clear online identity, considering the practical value of these users to both social media platforms and marketers. By integrating self-presentation theory with social influence theory and social cognitive theory, we propose and confirm that users with higher value in online self-presentation efficacy and users who are more involved with the social media platform have a stronger than average propensity to maintain a consistent online identity, and thus are more likely to retweet familiar topics. These users are characterized by (1) owning a larger number of followers, (2) authoring longer and more original tweets than average, (3) being active in retweeting other-sourced posts. This study contributes to our understanding of SNS users' retweeting behavior and adds to the emerging line of research on online identity. It also provides insights on how microblogging service providers and enterprises can promote people's retweeting behavior. [ABSTRACT FROM AUTHOR]

To understand potential users' behavioral intention (BI) to adopt new energy vehicles (NEVs), a media-based perceptions and adoption model (MPAM) of NEVs geared toward potential NEV consumers was constructed based on social cognition theory, the technology acceptance model, the value acceptance model, perceived risk theory, and the MPAM of autonomous vehicles (AVs). A sample survey including 309 NEV potential users was conducted and the results were analyzed through SPSS 24.0 and SmartPLS 3.0 to test the model and verify the research hypotheses. The results show that mass media (MM) has a direct influence on users' social norms (SNs) and part of product perceptions, and an indirect influence on their BI to adopt NEVs; SNs have a direct influence on product perception, and also indirectly affect BI toward NEVs. Product perception directly and significantly affects BI; perceived usefulness (PU), perceived ease of use (PEOU), and perceived enjoyment (PE) have a positive and significant influence on BI, while both perceived cost (PC) and perceived risk (PR) have a negative and significant impact. This study is a theoretical extension of the technology acceptance model (TAM) to green product adoption scenarios, such as NEVs, in the face of the external stimuli from MM information; it proposes product perception variables and media information effects that are different from the MPAM of AVs. The results are expected to greatly promote NEV design and marketing. [ABSTRACT FROM AUTHOR]

Graduate students' academic misconduct has received increasing attention. Although past literature has emphasized university faculty as an important influencing factor on students' moral behaviors, the mechanisms must be further disclosed. We investigated how supervisors' ethical leadership influenced graduate students' attitudes toward academic misconduct. We explained why and how supervisor gender affects post-graduate students' social learning process by integrating social cognitive theory and role congruity theory. Study 1 used a sample of 301 graduate students in 60 academic teams in four Chinese business schools. Study 2 used experimental vignette methodology to enhance the findings' internal and external validity and provided evidence of causality. Based on the two complementary studies, we found that supervisors' ethical leadership significantly inhibited students' acceptance of academic misconduct through students' moral efficacy and the ethical climate of the academic team. The indirect effect via moral efficacy was more significant s for female supervisors. Implications for ethical leadership, academic misconduct, gender differences in leadership, and moral education were discussed. [ABSTRACT FROM AUTHOR]

Background: Maternal weight management is a priority due to pregnancy risks for women and babies. Interventions significantly improve maternal diet, physical activity, weight, and pregnancy outcomes. There are complex barriers to midwives' implementation of guidelines; low self-efficacy is a core implementation barrier. The GLOWING intervention uses social cognitive theory (SCT) to address evidence-based barriers to practice. The intervention aimed to support midwives' implementation of guidelines. Methods: An external rehearsal pilot cluster randomised controlled trial in four NHS Trusts (clusters) in England, UK. Clusters were randomised to intervention (where all eligible midwives received the intervention) or control (no intervention delivered) arms. A random sample of 100 midwives were invited to complete questionnaires pre- and post-intervention. UK guideline recommendations relating to midwives' practice were categorised into: 1) communication-related behaviours (including weight- and risk-communication), and 2) support/intervention-related behaviours (including diet/nutrition, physical activity, weight management, referrals/signposting). Questionnaires were developed using SCT constructs (self-efficacy, outcome expectancies, intentions, behaviours) and 7-point Likert scale, converted to a 0–100 scale. Higher scores were more positive. Descriptive statistics compared intervention and control arms, pre- and post-intervention. Results: Seventy-four midwives consented and 68 returned questionnaires. Pre-intervention, self-efficacy for support/intervention-related behaviours scored lowest. In controls, there was limited difference between the pre- and post-intervention scores. Post-intervention, mean (SD) scores were consistently higher among intervention midwives than controls, particularly for support/intervention self-efficacy (71.4 (17.1) vs. 58.4 (20.1)). Mean (SD) self-efficacy was higher post-intervention than pre-intervention for all outcomes among intervention midwives, and consistently higher than controls. Mean differences pre- and post-intervention were greatest for support/intervention self-efficacy (17.92, 95% CI 7.78–28.07) and intentions (12.68, 95% CI 2.76–22.59). Self-efficacy was particularly increased for diet/nutrition and physical activity (MD 24.77, 95% CI 14.09–35.44) and weight management (18.88, 95% CI 7.88–29.88) behaviours, which showed the largest increase in scores. Conclusions: This study supports the theoretical models used to develop GLOWING, where low self-efficacy was a core implementation barrier. Results suggest that GLOWING successfully targets self-efficacy, potentially with a positive impact on guideline implementation. A definitive trial is required to determine effectiveness. Trial registration: ISRCTN46869894, retrospectively registered 25/05/2016, http://isrctn.com/ISRCTN46869894. [ABSTRACT FROM AUTHOR]

Accountability is an imperative element of organizations that Human Resource Management establishes as a behavior guideline. It encourages employees to be responsible for decisions and actions they took. Employing Social Cognitive theory, this study aims to investigate the mechanism of how formalization influences employee accountability. We hypothesize that this relationship is mediated by managerial monitoring behavior and perceived competence. Data was collected from 331 employees of a government agency in Indonesia. Structural equation modelling analysis reveals that (1) formalization directly and indirectly influences employee accountability, and its direct effect is higher than its indirect effect, suggesting the importance of formalization system in Human Resource Management; (2) the contribution of perceived competence as a mediator between formalization and employee accountability is higher than the contribution of managerial monitoring behavior, suggesting the importance of micro-foundations of Human Resource research; (3) the relationship between formalization and employee accountability was serially mediated by managerial monitoring behavior, which was preceded by managerial monitoring behavior for task performance and continued by managerial monitoring behavior for interpersonal facilitation This study contributes to international Human Resource Management literature by explaining the mechanism by which formalization affect accountability. [ABSTRACT FROM AUTHOR]

Background: Childhood immunisation coverage is very low in Nigeria (31%) with Zamfara State being amongst the states with the poorest coverage (<10%). Lack of maternal knowledge, attitude, outcome expectations, self-efficacy, cultural beliefs and assumptions of religious regulations of antenatal mothers towards childhood immunisation are the contributory factors to poor childhood immunisation uptake. This study aims is to develop, implement and evaluate the effects of an immunisation health educational intervention with application of Social Cognitive Theory on pregnant women to improve knowledge, attitude, outcome expectations, self-efficacy, cultural beliefs and assumptions on religious regulations regarding childhood immunization uptake in Federal Medical Centre Gusau, Zamfara State, Nigeria. Methodology: The study will be a single-blind parallel-group randomised controlled trial, where baseline data will be collected from 392 estimated antenatal mothers, after that they will be evenly randomised using randomly generated permuted block sizes (each containing two intervention and two control assignments). The study participants will be antenatal mothers of ages 18 years and above who are in third trimesters and attending Federal Medical Centre Gusau, Zamfara State, Nigeria; during the study period and fulfilled all the inclusion and exclusion criteria. The intervention group will undergo five-health education sessions on immunisation, which will be strictly guided by Social Cognitive Theory-based intervention module: while the control group will receive usual care (standard care). Follow-up data will be collected using the same questionnaire at 6-weeks post-delivery, 10-weeks post-delivery and 14-weeks post-delivery. The generalized linear mixed model will be carried-out to determine the overall effect of the intervention after controlling for 14 potential confounding variables. An intention to treat analysis will also be carried-out. Childhood immunisation uptake is the primary outcome while the secondary outcomes are: improved knowledge scores, attitude scores, outcomes expectation, self-efficacy scores, cultural beliefs scores and assumptions on religious regulations scores. Discussion: The study will be a randomised controlled trial, that focuses on the effects of an immunisation health educational intervention with application of Social Cognitive Theory on pregnant women to improve knowledge, attitude, outcome expectations, self-efficacy, cultural beliefs and assumptions on religious regulations regarding childhood immunisation uptake in Federal Medical Centre Gusau, Zamfara State, Nigeria. Trial registration: Pan African Clinical Trial Registry PACTR202006722055635. Protocol registered on 09 June 2020. [ABSTRACT FROM AUTHOR]

Background: Clinicians who divide their time between clinical work and research have contributed to some of the most fundamental breakthroughs in medicine in recent history, yet their role is not always well-understood or valued. Understanding the factors which contribute to career success for clinical academics is critical for supporting this workforce. Social Cognitive Career Theory (SCCT) provides a conceptual framework for career success, incorporating personal and environmental factors. Purpose: The aim of this study is to explore clinical academics' construal of successful clinical academic practice and to contribute to a holistic view of the professional identity of the clinical academic. Methodology: Using a constructivist technique, repertory grid, the authors interviewed ten clinical academics at different career stages in one-to-one structured interviews conducted virtually between November 2020 and April 2021. Data from the interviews were analysed qualitatively and quantitatively. Common themes were identified, analysed, and ranked according to importance with respect to successful clinical academic practice. Using SCCT as a framework, constructs were categorised as personal factors, organisational factors, competencies and person-environment fit. A differential analysis between established/trainee and female/male participants was carried out. Summary of results: One hundred and thirty-three constructs were elicited and categorised into 20 themes (constructs). There was consensus among participants that 6 were of high importance with respect to successful clinical academic practice, 8 of intermediate and 4 of low importance, with no consensus on 2 constructs. Personal factors of high importance include innovation and integrity. Competencies including research and teaching skills are highly important, and ability to collaborate is also considered central to successful clinical academic practice. Female participants expressed greater concerns about the impact of familial responsibilities on career progression. Discussion and conclusions: This study highlights the importance of interactions between the person and environment, and characterises the important attributes of successful clinical academics including personal factors such as integrity and innovation. [ABSTRACT FROM AUTHOR]

Introduction: Unhealthy weight, especially childhood obesity, is emerging as a growing epidemic and a challenge in developed and developing countries. Partnership with parents to promote healthy lifestyle changes may have a lifelong impact on weight-related outcomes in children. This study aims to determine the efficacy of an Interactive Malaysian Childhood Healthy Lifestyle (i-MaCHeL) intervention programme to change weight-related behaviour in preschool child-parent dyads. Materials and methods: The i-MaCHeL programme is a single-blind, theory-driven intervention, two-group cluster randomised controlled trial that evaluates the efficacy of a 3-month health promotion intervention in preschool child-parent dyads. In recognition of the value of multiple theoretical approaches, the strong theoretical basis consists of Social Cognitive Theory, Health Belief Model, and Trans-Theoretical Model principles underpinning the development of the intervention programme. In total, 460 child-parent dyads from 12 preschools in Terengganu, Malaysia, will be recruited. The children in the intervention group will expose to the i-MaCHeL classroom activities, while the parents will access the i-MaCHeL Web-based educational programme and numerous parent-child home-based online activities. The children in the control group will continue with any existing health-related activities, while the parents will receive the link to the general health newsletters. BMI z-score, dietary intake, physical activity, screen time duration, health-related quality of life, parental self-efficacy, parental role modelling, and parental policies will be assessed at baseline, 3 months' post-baseline, and at 6 months' follow-up (9 months' post-baseline). General linear model repeated measure analysis will be used to determine differences between groups at the 3- and 9-month surveys with adjustment for potential covariates. Statistical analyses will follow intention-to-treat principles. Conclusion: We hypothesise that the combination of the classroom and interactive Web-based activities will have a strong potential to be effective strategies to sustain child-parent engagement and participation in the weight-related behaviour change programme. Clinical trial registration: ClinicalTrials.gov Identifier:NCT04711525. [ABSTRACT FROM AUTHOR]

Objective: This secondary analysis of a randomised controlled patient-blinded trial comparing effectiveness and side effect briefings in patients with chronic low back pain (CLBP) investigated the association between patients' pre-treatment expectations about minimal acupuncture treatment and pain intensity as outcome during and after the end of the treatment. Methods: Chronic low back pain patients with a pain intensity of at least 4 on a numeric rating scale from 0 to 10 received eight sessions of minimal acupuncture treatment over 4 weeks. The primary outcome was change in pain intensity rated on a Numerical Rating Scale (NRS 0–10) from inclusion visit to treatment session 4 and to the end of the treatment. Patients' expectations about the effectiveness of acupuncture were assessed using the Expectation for Treatment Scale (ETS) before randomization. Linear regression was applied to investigate whether patients' pre-treatment expectations predicted changes in pain intensity during and after treatment. Results: A total of 142 CLBP patients (40.1 ± 12.5 years; 65.5% female) were included in our analysis. Patients' pre-treatment expectations about acupuncture treatment were associated with changes in pain intensity after four sessions of minimal acupuncture treatment (b = -0.264, p = 0.002), but not after the end of the treatment. This association was found in females and males. Conclusions: Our results imply that higher pre-treatment expectations only lead to larger reductions in pain intensity in the initial phase of a treatment, with a similar magnitude for both females and males. As the treatment progresses in the second half of the treatment, adapted expectations or other non-specific effects might play a more important role in predicting treatment outcome. [ABSTRACT FROM AUTHOR]

Background: Low participation rates (1–31%) and unique barriers to strength training (e.g., specialized knowledge, equipment, perceived complexity) suggest effective strength training interventions may differ from effective aerobic or general physical activity interventions. The purpose of this scoping review was to examine interventions used to improve strength training participation through mapping theory, intervention characteristics, prescription parameters, and behaviour change techniques. Methods: Recommendations by Levac et al. (2010) and PRISMA-ScR were followed in the conduct and reporting of this review, respectively. Patients and exercise professionals participated in developing the research question and data extraction form, interpreting the findings, and drafting the manuscript. Medline, Embase, PsycINFO, CINAHL, SPORTDiscus, and PubMed databases (inception–December 2020) were searched. The inclusion criteria were (a) original peer-reviewed articles and grey literature, (b) intervention study design, and (c) behavioural interventions targeted towards improving strength training participation. Two reviewers performed data screening, extraction, and coding. The interventions were coded using the Behaviour Change Technique Taxonomy version 1. Data were synthesized using descriptive and frequency reporting. Results: Twenty-seven unique interventions met the inclusion criteria. Social cognitive theory (n = 9), the transtheoretical model (n = 4), and self-determination theory (n = 2) were the only behaviour change theories used. Almost all the interventions were delivered face-to-face (n = 25), with the majority delivered by an exercise specialist (n = 23) in community or home settings (n = 24), with high variability in exercise prescription parameters. Instructions on how to perform the behaviour, behavioural practice, graded tasks, goal setting, adding objects to the environment (e.g., providing equipment), and using a credible source (e.g., exercise specialist delivery) comprised the most common behaviour change techniques. Conclusions: Our results highlight gaps in theory, intervention delivery, exercise prescription parameters, and behaviour change techniques for future interventions to examine and improve our understanding of how to most effectively influence strength training participation. [ABSTRACT FROM AUTHOR]

Organizations nowadays are under immense external pressure due to advancements in information technology, making it precarious. It also inserts extra pressure to keep the employees motivated and productive. Therefore, while information technology benefits the organization, it also challenges the organization and employees more. In order to meet these challenges, many organizations have begun to flatten their organizational structures and decentralized their management approaches. This study collected 336 valid questionnaires from 20 service companies. The reliability and validity of the questionnaire were tested. In addition, the exploratory factor analysis and confirmatory factor analysis. Relevant analysis and empirical analysis were also carried out using hierarchical regression. The study finds that (1) Goal-setting participation positively affects employees' proactive behavior. (2) Perceived insider status plays a mediating role between goal-setting participation and employee proactive behavior. (3) The power distance positively modifies the goal-setting participation in the relationship of employee's perceived insider status. (4) Power distance positively moderates perceived insider status in the relationship of goal-setting participation on employee proactive behavior through perceived insider status. This research applies goal-setting theory and social cognition theory to build a theoretical framework for the influence mechanism of goal-setting participation on employee's proactive behavior. Expands the application scope of fundamental theoretical research and improve understanding of the relationship between goal-setting participation and employee's proactive behavior. The research conclusions help organizations understand the formation mechanism of employees' proactive behaviors, strengthen the focus on goal-setting participation, and optimize the relationship between leaders and employees. [ABSTRACT FROM AUTHOR]

The present study, conducted immediately after the 2020 presidential election in the United States, examined whether Democrats' and Republicans' polarized assessments of election legitimacy increased over time. In a naturalistic survey experiment, people (N = 1,236) were randomly surveyed either during the week following Election Day, with votes cast but the outcome unknown, or during the following week, after President Joseph Biden was widely declared the winner. The design unconfounded the election outcome announcement from the vote itself, allowing more precise testing of predictions derived from cognitive dissonance theory. As predicted, perceived election legitimacy increased among Democrats, from the first to the second week following Election Day, as their expected Biden win was confirmed, whereas perceived election legitimacy decreased among Republicans as their expected President Trump win was disconfirmed. From the first to the second week following Election Day, Republicans reported stronger negative emotions and weaker positive emotions while Democrats reported stronger positive emotions and weaker negative emotions. The polarized perceptions of election legitimacy were correlated with the tendencies to trust and consume polarized media. Consumption of Fox News was associated with lowered perceptions of election legitimacy over time whereas consumption of other outlets was associated with higher perceptions of election legitimacy over time. Discussion centers on the role of the media in the experience of cognitive dissonance and the implications of polarized perceptions of election legitimacy for psychology, political science, and the future of democratic society. [ABSTRACT FROM AUTHOR]

Objectives: According to the social cognitive theory, social support and self-efficacy may interact with each other i.e. compete or account jointly for better adaptation. This study examined the nature of the interaction between coping self-efficacy and received social support in daily lives of patient-caregiver dyads after cancer treatment. We tested whether the effect of daily fluctuations in coping self-efficacy and received support on daily affect was synergistic (positive jointed effect), compensatory (positive competing effect), or interference (negative competing effect). Design: A dyadic daily-diary study conducted for 28 days after hospital discharge following hematopoietic cell transplantation. Methods: Coping self-efficacy, received support, and positive and negative affect were measured in 200 patient-caregiver dyads. The analysis was based on the actor-partner interdependence moderation model using multilevel structural equation modeling. Results: Statistically significant effect of interaction between daily coping self-efficacy and received support on negative affect was found, although only in the caregivers. In that group, higher daily received support compensated for lower daily coping self-efficacy but had a negative effect when coping self-efficacy was significantly higher than typical. Also, direct beneficial effects of higher daily coping self-efficacy and received support on caregiver positive affect were found. In the patients, higher daily coping self-efficacy was directly associated with better daily affect. Conclusions: Diverse effects of daily coping self-efficacy and received social support were found—the interference effect in the caregivers and the main effect of coping self-efficacy in the patients. Higher daily coping self-efficacy and optimal received social support may provide resilience against affect disturbance after cancer treatment. [ABSTRACT FROM AUTHOR]

Many individuals visit rural telemedicine centres to obtain safe and effective health remedies for their physical and emotional illnesses. This study investigates the antecedents of patients' satisfaction relating to telemedicine adoption in rural public hospitals settings in Bangladesh through the adaptation of Expectation Disconfirmation Theory extended by Social Cognitive Theory. This research advances a theoretically sustained prediction model forecasting patients' satisfaction with telemedicine to enable informed decision making. A research model explores four potential antecedents: expectations, performance, disconfirmation, and enjoyment; that significantly contribute to predicting patients' satisfaction concerning telemedicine adoption in Bangladesh. This model is validated using two-staged structural equation modeling and artificial neural network approaches. The findings demonstrate the determinants of patients' satisfaction with telemedicine. The presented model will assist medical practitioners, academics, and information systems practitioners to develop high-quality decisions in the future application of telemedicine. Pertinent implications, limitations and future research directions are endorsed securing long-term telemedicine sustainability. [ABSTRACT FROM AUTHOR]

13 Reasons Why is a Netflix original series adapted from Jay Asher's 2007 young adult novel with the same title. Season 1 premiered on March 31, 2017 and featured the sensitive issue of teen suicide along with bullying, substance use, depression, and sexual assault. Unlike the typical teen dramas on popular streaming platforms, this show was created not only for entertainment, but also to stimulate conversations about taboo topics that people often shy away from. However, it also caused significant controversy, especially criticism around the main character Hannah's suicide scene. More than three years into the initial controversy and at least two dozen scholarly publications later, this study is the first to examine the entertainment narrative content of 13 Reasons Why Season 1 to better understand how these health and social issues were portrayed in the show, what specific examples we could identify as potential behavioral modeling, and to what degree it complied with the 2017 WHO guidelines for media professionals. We used the framing theory and social cognitive theory in communication research and media studies as our guiding conceptual frameworks and a narrative analysis approach to investigate a total of 660 cut scenes in all 13 episodes. Our findings provided empirical evidence, along with contextual information and detailed examples, to demonstrate that a popular entertainment program like the Netflix series 13 Reasons Why serves as a double-edged sword. The production team's good will and due diligence are commendable. Yet, additional steps can be taken in the future to effectively promote professional resources and reduce viewers' risks, especially the most vulnerable groups. [ABSTRACT FROM AUTHOR]

The ReAL model is a multinomial processing tree model that quantifies the contribution of three qualitatively distinct processes–recoding, associations, and accuracy–to responses on the implicit association test (IAT), but has only been validated on a modified version of the IAT procedure. The initial goal of the present research was to validate an abbreviated version of the ReAL model (i.e., the Brief ReAL model) on the standard IAT procedure. Two experiments replicated previous validity evidence for the ReAL model on the modified IAT procedure, but did not produce valid parameter estimates for the Brief ReAL model on the standard IAT procedure. A third, pre-registered experiment systematically manipulated all of the task procedures that vary between the standard and modified IAT procedures–response deadline, number of trials, trial constraints–to determine the conditions under which the Brief ReAL model can be validly applied to the IAT. The Brief ReAL model estimated theoretically-interpretable parameters only under a narrow range of IAT conditions, but the ReAL model generally estimated theoretically-interpretable parameters under most IAT conditions. We discuss the application of these findings to implicit social cognition research, and their implications to social cognitive theory. [ABSTRACT FROM AUTHOR]

Knowledge sharing positively and significantly improves academics' research, instruction and community service. The study of knowledge sharing in Saudi higher education is limited and offers little guidance to administrators, as well as faculty on how to capitalize on knowledge sharing and utilize it to their own and organizations' benefits. This research presents findings from an original quantitative study testing a structural equation model linking social cognitive theory to knowledge sharing collection and donation measured by validated scales from the extant literature. Community characteristics including altruism and reputation carry significant positive effects on knowledge sharing collection and donation. Similarly, personal outcomes expectations possess a moderate positive effect on knowledge sharing collection and donation. Self-efficacy in knowledge sharing emerged as an important predictor of knowledge sharing activities among Saudi academics. The findings suggest the need for developing professional training seminars on using social media for knowledge sharing in formal departmental and college settings. Further, the results confirm the relevance of social cognitive theory for the study of knowledge sharing. This creates the need for Saudi universities to invest in mentorship programs using digital platforms where personal and community outcomes' expectations are likely to improve among academics thereby increasing knowledge sharing activity. [ABSTRACT FROM AUTHOR]

Objectives: To review and appraise the existing qualitative studies on Ramadan fasting in participants with diabetes and to integrate valuable qualitative evidence for optimizing diabetes management. Methods: Twelve databases (PubMed, Embase, Cochrane Library, Science Direct, CINAHL, PsycINFO, JBI (Joanna Briggs institute), Web of Science, and four Chinese databases) were searched to identify qualitative studies on experiences and perspectives of Ramadan fasting in participants with diabetes. CASP (Critical Appraisal Skills Program) Qualitative Checklists were applied to appraise the included studies. A meta-synthesis approach was used to analyze the included studies. Through the strategy of inductive thematic synthesis and reciprocal interpretation, the findings and quotations of the included studies were integrated into new themes and categories. The CERQual (Confidence in the Evidence from Reviews of Qualitative Research) tool was used to grade the confidence of the new themes. Results: A total of 11 qualitative studies were included, and 43 findings were isolated. Ten new themes were identified and synthesized from the findings. Finally, four new categories were integrated, including the knowledge and understanding of observing Ramadan fasting, well-being and challenges, self-efficacy, and needs and expectations of participants with diabetes during Ramadan. Conclusions: Insulin-dependent individuals call for special concern during Ramadan fasting. Ramadan-focused education needs to be developed and generalized, and existing guidelines should be improved to optimize the management of diabetes. Professional HCPs contribute to weigh the health risks and mental satisfaction for their patients, partly, to balance health and religion. Participants' psychological construction is another concern for religious scholars and psychologists. [ABSTRACT FROM AUTHOR]

Derived from the social cognitive career theory (SCCT), the present study developed a model for the empirical examination of factors affecting the life satisfaction of university students. A random-effects meta-analysis of zero-order correlations observed the results of 16 studies (20 samples, n = 7,967), and associations among the SCCT variables were examined by using a meta-analytic structural equation modeling (MASEM) according to a pooled correlation matrix. An alternative model was offered and then assessed. The findings showed a satisfactory fit of the new model as compared to the original SCCT. The results demonstrated support for the alternative model of SCCT in predicting life satisfaction. The present study suggested that researchers should embrace this alternative model when synthesizing SCCT factors. Limitations and avenues for future research were put forward for further consideration. [ABSTRACT FROM AUTHOR]

Limited empirical data exists on why women and minority students enter Biomedical Career Enrichment Programs (BCEPs) and how program variables—such as duration of research—influence their intention to pursue research careers. This exploratory study reports motivators for participation in BCEPs among women and racial/ethnic minority students—historically underrepresented groups—and the influence of program and personal variables on their research-career intent and self-efficacy beliefs. We studied the program variables of research experience, research duration, and mentor influence; and the personal variables of race, gender, family, and peers. Using the conceptual framework of planned behavior theory and social cognitive career theory, we interviewed students from underrepresented groups participating in BCEPs that offered research experience for short duration (Group A), long duration (Group B), and no research experience (Group C). We utilized Atlas Ti, a qualitative methodological software tool, to analyze the interview responses. Students choosing a BCEP with research experience cited "opportunity to gain experience" and "interest or curiosity in research" as motivators. Duration of research experience had a positive relationship with enhancement in research skills and self-efficacy beliefs, but did not change the initial research-career intent of these BCEP participants. The study revealed an interesting and unexpected theme of "perceived deterrents" to a career in research that included stress of competition (e.g. grants), the instability of projects, and the isolation of scientific research. Importantly, the study findings indicate the need to reform program design and science policies that challenge the current biomedical workforce and dissuade interested students from underrepresented groups from entering the field. [ABSTRACT FROM AUTHOR]

Increasing access to conventional cancer treatment (CT) in low-income countries (LICs) is an important public health initiative to address the global burden of cancer. However, LICs have a high prevalence of use of traditional and complementary medicine (T&CM). It is important to consider the factors that influence a patient's choice to use T&CM, CT, or both for their cancer treatment. We conducted focus groups among adult cancer patients in Lilongwe, Malawi to identify facilitators and barriers of T&CM use. Focus groups were recorded, transcribed, translated, and underwent thematic content analysis. Cultural norms, T&CM access, T&CM success, and CT failure were all identified as facilitators to T&CM use. CT success and T&CM failure were identified as barriers. Access and norms appear to determine initial treatment selection, while treatment outcomes dictate continued use of T&CM or CT. This study identified a pragmatic and experience-based treatment selection process that aligns with the social cognitive theory of behavior and assists in comprehending the factors that influence T&CM use among cancer patients in a low resource setting. [ABSTRACT FROM AUTHOR]

Although dyslexia affects 5–8% of the workforce this developmental disorder has not been sufficiently researched in adult populations. Yet a diagnosis confers legal protections as employers must provide disability ‘accommodations’ to assist work functioning and performance. The implementation of such accommodations, including coaching, lacks theoretical framing and evaluations of impact in practice. Recognizing a need for conceptual work, we undertook a narrative, systematic scoping review from a realist pragmatic epistemology, taking an iterative approach to define and address the review question: ‘to what extent, and under what conditions, can face-to-face learning interventions improve Working Memory (WM) and Self-Efficacy (SE) and can these lead to functional improvements related to work performance?’ Informed by expert and stakeholder consultation and user data, our review extracted and synthesized 25 studies from eleven countries to identify potentially applicable learning intervention theories, their effects upon WM and SE but also functional outcomes such as comprehension. We suggest that intervention protocols informed by Social Cognitive Learning Theory can improve SE, as would be expected, and more surprisingly also WM. The development of metacognition, stress management and fidelity to Goal Setting Theory were identified as valuable intervention features. We propose that coaching activities may provide a more contextualized environment for transfer of learning from WM to functional skills such as comprehension, when compared to computerized training interventions. We call for theoretically underpinned, primary studies to evaluate interventions with adult dyslexic populations to further our understanding of disability accommodations. [ABSTRACT FROM AUTHOR]

Background: Diabetic retinopathy (DR) can lead to visual impairment and blindness if not detected and treated in time. Knowing the barriers/enablers in advance in contrasting different country income settings may accelerate development of a successful DR screening (DRS) program. This would be especially applicable in the low-income settings with the rising prevalence of DR. Objectives: The aim of this systematic review is to identify and contrast the barriers/enablers to DRS for different contexts using both consumers i.e., people with diabetes (PwDM) and provider perspectives and system level factors in different country income settings. Methods: We searched MEDLINE, Embase, CENTRAL in the Cochrane Library from the databases start date to December 2018. We included the studies reported on barriers and enablers to access DRS services based at health care facilities. We categorised and synthesized themes related to the consumers (individuals), providers and the health systems (environment) as main dimensions according to the constructs of social cognitive theory, supported by the quantitative measures i.e., odds ratios as reported by each of the study authors. Main results: We included 77 studies primarily describing the barriers and enablers. Most of the studies were from high income settings (72.7%, 56/77) and cross sectional in design (76.6%, 59/77). From the perspectives of consumers, lack of knowledge, attitude, awareness and motivation were identified as major barriers. The enablers were fear of blindness, proximity of screening facility, experiences of vision loss and being concerned of eye complications. In providers’ perspectives, lack of skilled human resources, training programs, infrastructure of retinal imaging and cost of services were the main barriers. Higher odds of uptake of DRS services was observed when PwDM were provided health education (odds ratio (OR) 4.3) and having knowledge on DR (OR range 1.3–19.7). Conclusion: Knowing the barriers to access DRS is a pre-requisite in development of a successful screening program. The awareness, knowledge and attitude of the consumers, availability of skilled human resources and infrastructure emerged as the major barriers to access to DRS in any income setting. [ABSTRACT FROM AUTHOR]

Background: The patient's interpretation of the events and decisions leading up to consultation with a healthcare professional for symptoms of brain cancer is under researched. The aim of this study was to document responses to noticing the changes preceding a diagnosis of brain cancer and living with them, focusing on appraisal of changes and the decision to seek (and re-seek) help, with attention to the psychological processes underpinning the appraisal and help-seeking intervals. Method: In this qualitative study set in Eastern and NW England, in-depth interviews with adult patients recently diagnosed with primary brain cancer and their family members were analysed thematically, using the Model of Pathways to Treatment as a conceptual framework. Results: 39 adult patients were interviewed. Regarding the appraisal interval, cognitive heuristics were found to underpin explanations of changes/symptoms. The subtlety and normality of changes often suggested nothing serious was wrong. Common explanations included stress or being busy at work, or age and these did not seem to warrant a visit to a doctor. Explanations and the decision to seek help were made within the social context, with friends, family and work colleagues contributing to appraisal and help-seeking decisions. Regarding the help-seeking interval, barriers to seeking help reflected components of Social Cognitive Theory, and included having other priorities, outcome expectations (e.g. 'feeling silly', not sure much can be done about it, not wanting to waste doctors' time) and accessibility of a preferred healthcare professional. Conclusion: Application of psychological theory facilitated understanding of the influences on cognition and behaviour. The study highlights implications for theory, awareness campaigns and potential opportunities promoting more timely help-seeking. [ABSTRACT FROM AUTHOR]

Introduction: Emotion recognition (ER) deficits have been extensively demonstrated in schizophrenia. These deficiencies are not only restricted to facial emotion recognition but also include emotional prosody (tone of the voice) recognition deficits. They have been significantly associated with symptom severity and poor social functioning. The aim of this study was to test the efficacy, in real clinical conditions, of an online self-training prosodic game included in the Social Cognition rehabilitation program e-Motional Training. Method: A randomized, single-blind multicenter clinical trial was conducted with 50 outpatients with schizophrenia or schizoaffective disorder. The control group was treated with Treatment-as-usual (TAU), based on drug therapy, case management and individual and group psychotherapy (not focused on Social Cognition). The intervention group was treated with TAU plus the employment of Voices, an online self-training program devised for prosodic rehabilitation. Statistical analysis: Linear regression was used to evaluate the effectiveness of the intervention in emotion recognition measured with the Reading the Mind in the Voice–Spanish Version (RMV-SV). Results: There were statistically significant differences between the intervention and control group measured with RMV-SV (β = 3,6[IC 95%], p<0.001), with a response variable in RMV post R2 = 0,617. Discussion: Voices, a prosodic rehabilitation game included in e-Motional Training, seems to be a promising tool for improving emotional voice recognition deficits in schizophrenia, filling the need for such interventions. [ABSTRACT FROM AUTHOR]

Many national (US) and International guidelines for physical activity provide guidance that under-active and sedentary adults can begin by accumulating moderate-to-vigorous physical activity (MVPA) in bouts as brief as 10 minutes. This guidance fits well with Goal Setting theory in that goals should be realistic and achievable, and is also consistent with Social Cognitive theory since achieving small goals should boost self-efficacy and thus, encourage continued physical activity. In contrast, Behavioral Economics might suggest that fewer, longer bouts would be more conducive to the adoption of physical activity due to the costs incurred with each separate bout of MVPA. This paper examines patterns of MVPA adoption among a sample of under-active adults from the perspective of goal setting theory and behavioral economics to explore specific strategies to help people who are in the early stages of PA activity adoption. Under-active men and women (N = 225; mean age = 46 ± 10; mean BMI = 28 ± 4.48) who enrolled in a PA intervention participated in a single goal setting session at enrollment. Participants were encouraged to set realistic goals and to increase their activity to meet national recommendations (150 minutes/week of moderate to vigorous physical activity [MVPA]) by the 6-month follow up. This process included identifying a specific frequency goal (days/week) and session duration goal (minutes/day). At baseline, participants reported average weekly MVPA of 14.59 min (± 24), which increased to an average of 140.52 (± 143.55) at 6 months. MVPA goals at baseline averaged 33.24 min/day (± 18.08) and 3.85 days/week (± 1.31). Analyses showed that longer session duration goals set at baseline were associated with more weekly minutes of MVPA at 6 months (b = 1.26, SE = 0.58, t = 2.17, p = 0.03). There was no significant association between goals for number of days per week (frequency) or total minutes of weekly MVPA (minutes x frequency) and MVPA at 6 months. Widely promoted guidelines for uptake of physical activity recommend accumulating physical activity in bouts as short as 10 minutes. This recommendation may ultimately hinder the adoption of physical activity among under-active and sedentary individuals. For the purposes of behavioral adoption of MVPA, more ambitious session duration goals appear to result in higher levels of physical activity participation. [ABSTRACT FROM AUTHOR]

Background: Community health worker (CHW) interventions are a successful strategy to promote health among HIV-negative and persons living with HIV (PLWH). Psychosocial factors are critical dimensions of HIV/AIDS care contributing to prognosis of the disease, yet it is unclear how CHW interventions improve psychosocial outcomes in PLWH. The purpose of this study was to critically appraise the types, scope, and nature of CHW interventions designed to address psychosocial outcomes in PLWH. Methods: We performed database searches—PubMed, EMBASE, CINAHL, and Cochrane—to identify randomized controlled trials published in English before April 2017. Fourteen articles met the eligibility criteria. Results: Half of the studies were conducted in the United States. Social cognitive theory was used more than once in nine theory-guided studies. CHW interventions were largely focused on reducing depression (n = 6) or stigma related to HIV (n = 4), or promoting quality of life (n = 4), social support (n = 4), and self-efficacy (n = 4). Didactic methods and role-playing were used to train CHWs. CHWs played multiple roles in delivering intervention, including a counselor and a supporter (n = 10), educator (n = 5), or a navigator (n = 3). CHW intervention fidelity was assessed in 4 studies. Five studies found positive changes in six psychosocial outcomes including quality of life (2 of 4) and self-efficacy (2 of 4). CHW interventions had no effect on social support in 2 of 4 studies, and stigma in 3 of 4 studies. None of the CHW interventions were successful in reducing depressive symptoms among PLWH. Conclusions: Evidence partially supported the use of CHWs in promoting psychosocial outcomes in PLWH. Future CHW intervention should be expanded in scope to address key psychosocial determinants of HIV/AIDS outcomes such as health literacy. Further, fidelity measures should be incorporated into intervention delivery. [ABSTRACT FROM AUTHOR]

Purpose: To determine whether naturally-occurring changes in children’s motives and beliefs are associated with the steep decline in physical activity observed from childhood to early adolescence. Methods: Latent growth modeling was applied in longitudinal tests of social-cognitive influences, and their interactions, on physical activity in a large cohort of boys and girls evaluated annually between 5th and 7th grades. Results: Measurement equivalence of motives and beliefs was confirmed between boys and girls. After adjustment for gender and maturity differences, physical activity declined less in children who reported the least decreases in self-efficacy for overcoming barriers to activity and perceived parental support. Physical activity also declined less in students who persistently felt they had more parental and friend support for activity compared to those who reported the largest decrease in support from friends. After further adjustment for race, the decline in physical activity was less in those who had the largest decrease in perceived barriers and maintained a favorable perception of their neighborhood environment. Changes in enjoyment and social motives were unrelated to change in physical activity. Conclusion: Using an objective measure of physical activity, we confirm that naturally-occurring changes in children’s beliefs about barriers to physical activity and their ability to overcome them, as well as perceptions of their neighborhood environment and social support, are concurrent with age-related declines in children’s physical activity. The longitudinal findings confirm these putative social-cognitive mediators as plausible, interacting targets of interventions designed to mitigate the marked decline in physical activity that occurs during the transition between elementary and middle schools. [ABSTRACT FROM AUTHOR]

Background: Previous research suggests that antisocial individuals present impairment in social cognitive processing, more specifically in emotion recognition (ER) and perspective taking (PT). The first aim of the present study was to investigate the recognition of a wide range of emotional expressions and visual PT capacities in a group of incarcerated male adolescents in comparison to a matched group of community adolescents. Secondly, we sought to explore the relationship between these two mechanisms in relation to psychopathic traits. Methods: Forty-five male adolescents (22 incarcerated adolescents (Mage = 16.52, SD = 0.96) and 23 community adolescents (Mage = 16.43, SD = 1.41)) participated in the study. ER abilities were measured using a dynamic and multimodal task that requires the participants to watch short videos in which trained actors express 14 emotions. PT capacities were examined using a task recognized and proven to be sensitive to adolescent development, where participants had to follow the directions of another person whilst taking into consideration his perspective. Results: We found a main effect of group on emotion recognition scores. In comparison to the community adolescents, the incarcerated adolescents presented lower recognition of three emotions: interest, anxiety and amusement. Analyses also revealed significant impairments in PT capacities in incarcerated adolescents. In addition, incarcerated adolescents’ PT scores were uniquely correlated to their scores on recognition of interest. Conclusions: The results corroborate previously reported impairments in ER and PT capacities, in the incarcerated adolescents. The study also indicates an association between impairments in the recognition of interest and impairments in PT. [ABSTRACT FROM AUTHOR]

Impaired mental state attribution is a core social cognitive deficit in schizophrenia. With functional magnetic resonance imaging (fMRI), this study examined the extent to which the core neural system of mental state attribution is involved in mental state attribution, focusing on belief attribution and emotion attribution. Fifteen schizophrenia outpatients and 14 healthy controls performed two mental state attribution tasks in the scanner. In a Belief Attribution Task, after reading a short vignette, participants were asked infer either the belief of a character (a false belief condition) or a physical state of an affair (a false photograph condition). In an Emotion Attribution Task, participants were asked either to judge whether character(s) in pictures felt unpleasant, pleasant, or neutral emotion (other condition) or to look at pictures that did not have any human characters (view condition). fMRI data were analyzing focusing on a priori regions of interest (ROIs) of the core neural systems of mental state attribution: the medial prefrontal cortex (mPFC), temporoparietal junction (TPJ) and precuneus. An exploratory whole brain analysis was also performed. Both patients and controls showed greater activation in all four ROIs during the Belief Attribution Task than the Emotion Attribution Task. Patients also showed less activation in the precuneus and left TPJ compared to controls during the Belief Attribution Task. No significant group difference was found during the Emotion Attribution Task in any of ROIs. An exploratory whole brain analysis showed a similar pattern of neural activations. These findings suggest that while schizophrenia patients rely on the same neural network as controls do when attributing beliefs of others, patients did not show reduced activation in the key regions such as the TPJ. Further, this study did not find evidence for aberrant neural activation during emotion attribution or recruitment of compensatory brain regions in schizophrenia. [ABSTRACT FROM AUTHOR]

Background: Theory is often recommended as a framework for guiding hypothesized mechanisms of treatment effect. However, there is limited guidance about how to use theory in intervention development. Methods: We conducted a systematic review to provide an exemplar review evaluating the extent to which use of theory is identified and incorporated within existing interventions. We searched electronic databases PubMed, PsycINFO, CENTRAL, and EMBASE from inception to May 2014. We searched clinicaltrials.gov for registered protocols, reference lists of relevant systematic reviews and included studies, and conducted a citation search in Web of Science. We included peer-reviewed publications of interventions that referenced the social cognitive theory of self-regulation as a framework for interventions to manage chronic health conditions. Two reviewers independently assessed articles for eligibility. We contacted all authors of included studies for information detailing intervention content. We describe how often theory mechanisms were addressed by interventions, and report intervention characteristics used to address theory. Results: Of 202 articles that reported using the social cognitive theory of self-regulation, 52% failed to incorporate self-monitoring, a main theory component, and were therefore excluded. We included 35 interventions that adequately used the theory framework. Intervention characteristics were often poorly reported in peer-reviewed publications, 21 of 35 interventions incorporated characteristics that addressed each of the main theory components. Each intervention addressed, on average, six of eight self-monitoring mechanisms, two of five self-judgement mechanisms, and one of three self-evaluation mechanisms. The self-monitoring mechanisms ‘Feedback’ and ‘Consistency’ were addressed by all interventions, whereas the self-evaluation mechanisms ‘Self-incentives’ and ‘External rewards’ were addressed by six and four interventions, respectively. The present review establishes that systematic review is a feasible method of identifying use of theory as a conceptual framework for existing interventions. We identified the social cognitive theory of self-regulation as a feasible framework to guide intervention development for chronic health conditions. [ABSTRACT FROM AUTHOR]

Amyotrophic lateral sclerosis (ALS) is a highly debilitating and rapidly fatal neurodegenerative disease. It has been suggested that social cognition may be affected, such as impairment in theory of mind (ToM) ability. Despite these findings, research in this area is scarce and the investigation of neural mechanisms behind such impairment is absent. Nineteen patients with ALS and eighteen healthy controls participated in this study. Because the mirror neuron system (MNS) is thought to be involved in theory of mind, we first implemented a straightforward action-execution and observation task to assess basic MNS function. Second, we examined the social-cognitive ability to understand actions of others, which is a component of ToM. We used fMRI to assess BOLD activity differences between groups during both experiments. Theory of mind was also measured behaviorally using the Reading the Mind in the Eyes test (RME). ALS patients displayed greater BOLD activity during the action-execution and observation task, especially throughout right anterior cortical regions. These areas included the right inferior operculum, premotor and primary motor regions, and left inferior parietal lobe. A conjunction analysis showed significantly more co-activated voxels during both the observation and action-execution conditions in the patient group throughout MNS regions. These results support a compensatory response in the MNS during action processing. In the action understanding experiment, healthy controls performed better behaviorally and subsequently recruited greater regions of activity throughout the prefrontal cortex and middle temporal gyrus. Lastly, action understanding performance was able to cluster patients with ALS into high and lower performing groups, which then differentiated RME performance. Collectively, these data suggest that social cognition, particularly theory of mind, may be affected in a subset of patients with ALS. This impairment may be related to functioning of the MNS and other regions related to action processing and understanding. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Why is he poor? Why is she failing academically? Why is he so generous? Why is she so conscientious? Answers to such everyday questions—social explanations—have powerful effects on relationships at the interpersonal and societal levels. How do people select an explanation in particular cases? We suggest that, often, explanations are selected based on the individual's pre-existing general theories of social causality. More specifically, we suggest that over time individuals develop general beliefs regarding the causes of social events. We refer to these beliefs as social explanatory styles. Our goal in the present article is to offer and validate a measure of individual differences in social explanatory styles. Accordingly, we offer the Social Explanatory Styles Questionnaire (SESQ), which measures three independent dimensions of social explanatory style: Dispositionism, historicism, and controllability. Studies 1–3 examine basic psychometric properties of the SESQ and provide positive evidence regarding internal consistency, factor structure, and both convergent and divergent validity. Studies 4–6 examine predictive validity for each subscale: Does each explanatory dimension moderate an important phenomenon of social cognition? Results suggest that they do. In Study 4, we show that SESQ dispositionism moderates the tendency to make spontaneous trait inferences. In Study 5, we show that SESQ historicism moderates the tendency to commit the Fundamental Attribution Error. Finally, in Study 6 we show that SESQ controllability predicts polarization of moral blame judgments: Heightened blaming toward controllable stigmas (assimilation), and attenuated blaming toward uncontrollable stigmas (contrast). Decades of research suggest that explanatory style regarding the self is a powerful predictor of self-functioning. We think it is likely that social explanatory styles—perhaps comprising interactive combinations of the basic dimensions tapped by the SESQ—will be similarly potent predictors of social functioning. We hope the SESQ will be a useful tool for exploring that possibility. [ABSTRACT FROM AUTHOR]