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Purpose: This study was conducted to examine the effectiveness of a training program prepared on the basis of the Social Learning Theory for teaching self-care and social competence behaviors in preschool children., Design and Method: The sample of the study consisted of 41 in the intervention, 41 in the control group. Data were collected with Demographic Assessment Form, the Self-Care Skills Assessment Scale and the Social Competence and Behavior Evaluation-30 Scale. Using five animated films created on the basis of the Social Learning Theory for fostering children self-care and social competence behaviors., Results: The scores of the children in the intervention group on the three sub-dimensions of the self-care scale and the total score of the scale were found to be significantly higher than the control group (p < 0.05). The intervention group scored significantly higher on the self-care scale and social competence and behavior scales than the control group (p < 0.05)., Conclusion: As a result of the research, it was seen that the applied training significantly affected the self-care and social competence behaviors in the intervention group. It was seen that using Social Learning Theory in teaching health behaviors has been effective in the learning process of preschool children., Implications to Practice: In preschool period, children learn by observing and imitating their adopted role models. Since, we suggest that health training program should be based on the stages of Social Learning Theory. Animated films that focus on the target health behaviors can be used as training tools., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Public health education (PHE) in social environments plays a crucial role in mitigating the impact of public health events, especially with the recent surge in global incidents. Social learning theory (SLT) provides a strong theoretical foundation for implementing PHE. The objective of this study is to conduct a systematic scoping review of PHE using SLT, synthesizing the target populations, types of research, main findings, and future directions., Methods: The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. We conducted a comprehensive search of five electronic databases (Web of Science, Scopus, PubMed, ProQuest, and APA PsycInfo) for English articles related to PHE using SLT. Two reviewers independently screened the titles and abstracts. Descriptive statistics were utilized to analyze the characteristics of the articles included in the study, followed by a comprehensive narrative analysis of the results., Results: Research on PHE using SLT mainly focuses on adolescents, students, special patients, and vulnerable populations. The study sample includes seven research types and nine commonly used experimental methods. Four modes of PHE using SLT are identified, along with four types of summarized research results., Conclusion: PHE research based on SLT can be prioritized for preventing widespread infectious diseases, spreading fundamental public health information, and assisting patients with particular illnesses. To enhance the implementation of PHE, researchers and policymakers should integrate online and offline health education resources, ensure the accessibility of up-to-date information, and leverage digital technologies in PHE. More highly interactive and participatory health education courses will be established in social learning environments to encourage public participation in PHE., (© 2024. The Author(s).)

Social learning theory has been widely implemented to understand cyber deviance. Nevertheless, the antecedent scholarship homogenously nested in the perspective of offending specification, leaving the offending versatility thesis unattained. The lack of such studies may undermine the capability of comprehensively understanding the social learning patterns of online offending. Using a sample of 3741 Chinese college students, this study estimated an array of binary logistic regressions to compare the effects of traditional and online social learning in four types of online offending (online sexual harassment, cyberbullying, hacking, and digital piracy). The results suggest that offending versatility and offending specification co-exist in the social learning process of cyber deviance, while offending specification explains a marginally greater variance. Besides, online learning variables act as potential mediators in the relationships between traditional learning and cyber deviance. Furthermore, traditional social learning shows greater predictive power in cyber-enabled crimes than in cyber-dependent crimes. Our study provides fresh empirical evidence for the non-exclusive association between offending versatility and offending specification in the social learning process of cyber deviance., (© 2024 John Wiley & Sons Ltd.)

Online environments, such as metaverses, provide distinct social environments for people to engage in complex, cognitive, and multidirectional learning and meaning-making experiences. These engaging and influential environments highlight important factors associated with the Social Learning Theory (a process through which external settings influence behavior in specific environments). According to this theory, environments provide a space for youth to engage in reciprocal interactions of interpersonal, behavioral, and environmental cues. Online environments designed by social media companies have been scrutinized, given their dependence on algorithms (artificial intelligence systems). Research has revealed the effects of systems that use machine learning to subversively maintain engagement on their platforms for as long as possible. Given the constant changes in socializing environments, younger generational cohorts need to be adequately prepared for systems that determine what type of content they are exposed to, and shape the timing, frequency, and agentic influencers they engage with. Therefore, this article proposes a necessity to expand our understanding about social learning and current technology design principles. This article demonstrates the need for a paradigm shift toward exploring an innovative construct referred to as the digital learning environment. We examine existing issues in the design of digital spaces, provide a positive developmental psychology framework that informs further research, and propose solutions for researchers, educators, policymakers, and caregivers as they navigate healthy technology use and predominant mental health issues in the 21st century.

Social learning theory, as originally proposed by Albert Bandura, followed 2000 years of intellectual inquiry into the determinants of human behavior. Reciprocal determinism is a central component of this theory and proposes that human behavior is determined by functional relationships between (1) personal factors, (2) the external environment, and (3) the behavior itself. Using this model, drug addiction can be viewed as resulting from the functional relationships between an individual's personal characteristics, social environment, and drug-centric behaviors. In other words, addiction can be viewed as a chronically evolving biopsychosocial disorder, encompassing dimensions that are both internal and external to the individual. Effective treatment interventions should thus target all nodes of the model and the functional relationships between them, and they must constantly evolve with the progression of the disorder. An argument is thus constructed that emphasizes the need for an organized structure of metacontingencies, operating within an individual's social environment, that targets the functional relationships between the factors that drive drug use. Optimally, these metacontingencies would operate within socially connected individuals who have the power to control the functional relationships that influence drug use, the vested interest to monitor individual and collective outcomes, the skills to determine what moment-to-moment decisions are needed to influence behavioral change, and the relative permanence necessary to carry through with the implementation of new strategies to produce outcomes that are cumulatively significant., (Copyright © 2020 Elsevier B.V. All rights reserved.)

Just as with other forms of abuse such as bullying, dating violence is no longer limited to physical spaces. Several forms of dating violence can also be perpetrated by means of technology. Few studies have used a theoretical perspective to investigate cyber dating abuse. This study addresses this gap in the literature by focusing on the perpetration of digital monitoring behaviors-a form of cyber dating abuse-from a social learning perspective. We investigate the extent to which perceived social norms about cyber dating abuse, witnessing controlling behaviors among parents, and endorsing gender stereotypes are linked with adolescents' engagement in digital monitoring behaviors. The study draws on data from 466 secondary school students (71.0% girls, n = 331) aged between 16 and 22 years ( M = 17.99 years, SD = 0.92) in Flanders, Belgium, who were in a romantic relationship. Linear regression analysis indicates that being female, being older, the perceived social norms of peers, the endorsement of gender stereotypes, and having observed intrusive controlling behaviors by the father are significantly and positively related to adolescents' perpetration of digital monitoring behaviors. The findings have implications for practice and underscore the need for prevention efforts to address and lower the influence of these perceived social norms. Further implications include the need for prevention efforts to focus on diminishing the impact of gender stereotypical attitudes and the influence of witnessing controlling behaviors within the family context on cyber dating abuse perpetration.

Despite being one of the least studied components of social influence, positive peer associations have much to offer social learning theories of crime. The purpose of the current investigation was to determine whether positive peer associations moderate the peer influence effect central to social learning theory. Data provided by 3869 (1970 boys, 1899 girls) members of the Longitudinal Study of Australian Children (LSAC) were used to test the hypothesis that positive peer associations interact with components of peer influence to protect adolescents against future delinquency. A simple mediation analysis confirmed the existence of a significant indirect effect running from peer delinquency, to low empathy, to participant delinquency. When positive peer associations were added to the model as moderators, they achieved a significant negative moderating effect on the peer delinquency-low empathy path and a significant positive moderating effect on the low empathy-participant delinquency path. In this study, positive peer associations increased empathy in children with fewer delinquent peer associations and decreased offending in children with lower levels of empathy. Given evidence of their ability to inhibit negative peer influence and promote empathy in the service of reduced delinquency, positive peer associations deserve more attention from social learning theories of crime than they have thus far received.

The purposes of this study are to examine how social learning processes and social structure correlate with delinquency among Turkish adolescents and to articulate to what extent Akers's social structure and social learning (SSSL) theory explains delinquency in Turkey, which is a different cultural context from Western countries in terms of family structure, level of collectivism or individualism, religion, belief systems, and norms. This study contributes to the existing body of knowledge by providing the first study testing Akers's theory in the Turkish context. Analyses, relying on a structural equation modeling (SEM) framework, showed that the social learning process accounted for a substantial amount of variation in explaining adolescent delinquency. We also found that social learning process somewhat mediates social structural effects on delinquency.

This study is among the first to extend and test social learning theory's ability to understand property and violent victimization. It specifically tests whether aspects of definitions, differential reinforcement, and differential association/modeling can explain the three types of victimization of gang members: actual experience, perception of likelihood, and fear. The sample consists of over 300 male and female gang members incarcerated in jails throughout Florida. The results show that all three types of victimization can be explained by the three aspects of social learning theory.

Background: Role modelling is widely accepted as being a highly influential teaching and learning method in medical education but little attention is given to understanding how students learn from role models. This study focuses on role modelling as an active, dynamic process, involving observational learning and aims to explore the process involved, including strategies that learners and medical teachers use to support this., Methods: To gain insight into medical students' and clinical teachers' understanding of learning through role modelling, a qualitative, interpretative methodology was adopted, using one-to-one semi-structured interviews. Six final year medical students and five clinical teachers were purposefully sampled and interviewed. Interviews were audio recorded and transcribed. The data were then analysed using open and axial coding before codes were combined to develop broader themes., Results: Students could identify ways in which they learnt from role models but acknowledged that this was complex and haphazard. They described selectively and consciously paying attention, using retention strategies, reproducing observed behaviour and being motivated to imitate. Students evidenced the powerful impact of direct and vicarious reinforcement. Clinical teachers reported using strategies to help students learn, but these were not always consciously or consistently applied or informed by teachers' understanding of their students' cognitive processing., Conclusion: Findings illustrate in what ways the process of learning from role models in clinical settings is challenging. They also support the relevancy and usefulness of Bandura's four stage social learning model for understanding this process and informing recommendations to make learning from role modelling more systematic and effective.

The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

There exists a wide chasm between public opinion and scientific evidence on the safety of genetically engineered food, herein referred to as GMOs. Plant biotechnologists give credit to a small community of activists negatively influencing individual minds on this issue, but this approach neglects other social contexts in which such cognition operates. The author argues here that current public opinion on GMOs is a manifestation of the constant interaction between environmental, behavioral, and cognitive influences on this issue. In order to sway public opinion and be consistent with social learning theory, biotechnology advocates and plant scientists will need to move beyond their recognized expertise in order to rework the argument for GMOs in the modern-day food supply, one that wholly embraces an individual-level framing of the debate, tantamount to other successful professional trends like patient-centered medicine. © 2016 Society of Chemical Industry., (© 2016 Society of Chemical Industry.)

Aims: The aim of this study was to apply Bandura social learning theory in a model for identifying personal and environmental factors that predict health-promoting self-care behaviors in people with pre-diabetes., Background: The theoretical basis of health-promoting self-care behaviors must be examined to obtain evidence-based knowledge that can help improve the effectiveness of pre-diabetes care. However, such behaviors are rarely studied in people with pre-diabetes., Methods: This quantitative, cross-sectional survey study was performed in a convenience sample of two hospitals in southern Taiwan. Two hundred people diagnosed with pre-diabetes at a single health examination center were recruited. A questionnaire survey was performed to collect data regarding personal factors (i.e., participant characteristics, pre-diabetes knowledge, and self-efficacy) and data regarding environmental factors (i.e., social support and perceptions of empowerment process) that may have associations with health-promoting self-care behaviors in people with pre-diabetes., Results: Multiple linear regression showed that the factors that had the largest influence on the practice of health-promoting self-care behaviors were self-efficacy, diabetes history, perceptions of empowerment process, and pre-diabetes knowledge. These factors explained 59.3% of the variance in health-promoting self-care behaviors., Conclusions: To prevent the development of diabetes in people with pre-diabetes, healthcare professionals should consider both the personal and the environmental factors identified in this study when assessing health promoting self-care behaviors in patients with pre-diabetes and when selecting the appropriate interventions., (Copyright © 2015 Elsevier Inc. All rights reserved.)

Since the mid-1990s, illicit drug use has become a problem in Korean society. This trend is likely due to the rapid globalization and expansion that occurred with the Internet revolution, which led to greater numbers of people socially learning about drug culture. The current study attempts to uncover criminogenic causality of such social learning about drug use by studying adult felony drug offenders in South Korea. The data used for the study were obtained from self-reported surveys, originally collected by the Korean Institution of Criminology (KIC). The final sample comprised 1,452 felony offenders convicted of illicit drug use, and their responses were analyzed with a set of multiple logistic regression tests. The current study found supportive evidence for the generalizability of social learning theory from the sample of the South Korean adult drug offenders. We argue that the current study provides additional empirical evidence that supports the generalizability of social learning theory., (© The Author(s) 2014.)

Infant carrying provides an important context for cognitive development and social learning in the first year of life. It enables children to perceive the world from a perspective similar to that of their parents. Lateral carrying provides children with new experiences because it gives them access to a broader range of objects. It also gives them better access to socially significant stimuli and aspects of the environment that are relevant to their parents. Thus, it can significantly contribute to learning about objects and their affordances as well as agents, their actions, and mental states. The paper argues that lateral carrying not only contributes to the development of skills related to the emergence of shared intentionality but may also play an important role in the development of the understanding of the we-mode and perhaps also in the formation of associations in the mirror neuron system. The final sections of the article offer suggestions for further research. [ABSTRACT FROM AUTHOR]

The behavior of peers is one of the most robust correlates of deviance and arguably the strongest influence on substance use; however, not all youth mirror their peers' behavior. Understanding how youth may be differentially susceptible to peer influence has implications for both theory and substance use policy. The potential moderation of the peer behavior-youth substance use relationship by genetic risk is explored to determine if differential susceptibility to peer influence is partially tied to biological factors. A subsample of data from the first two waves of the National Longitudinal Study of Adolescent to Adult Health (Add Health) is utilized (n = 1,495). Evidence of a gene-environment interaction emerges whereby genetic risk conditions the relationship between peer substance use and early onset of alcohol use in models controlling for several risk and protective factors (e.g. poverty, self-control, victimization, social support, neighborhood dissatisfaction, religiosity). Genotype appears particularly salient when youth report a moderate degree of peer substance use (when peer substance use exceeds the mean but does not reach the extreme). This finding has implications for Burgess and Akers' Social Learning Theory and other peer-based theories of behavior. It suggests that interventions to insulate youth from substance-using peers will be particularly impactful for those at enhanced genetic risk for early alcohol use. The identified gene-environment interaction partially explains why some youth are differentially susceptible to peer influence. [ABSTRACT FROM AUTHOR]

Falling public trust in Australia's institutions warrants revisiting how public sector managers approach ethical decision‐making. This study presents the findings of in‐depth interviews with 35 local government managers in Australia and seeks to understand how managerial hierarchy influences the moral reasoning of managers. Through the lens of social learning and moral development theoretical perspectives, the findings indicate that local government managers do engage in different types of moral reasoning when presented with hypothetical ethical dilemmas, and their managerial status plays a pronounced role in shaping the content of that reasoning. We also find support for differences in moral reasoning across gender, which appear more evident at lower levels of management. Through providing an in‐depth analysis of managerial hierarchy and ethical decision‐making, the findings from this study can be used to guide organisational and individual managers' ethics training and development. Points for practitioners: The declining public trust in public administrators warrants regular risk management audits of internal and external environments of public sector organisations to identify potential or existing ethical challenges that require a response.Moral reasoning and ethical decision‐making are context specific and include the ethical climate of the organisation. We find support for the importance of organisational leadership visibly 'walking the talk' when it comes to ethics.While management hierarchy is seen to influence moral reasoning, or the deliberations when arriving at a decision, there is widespread acceptance of the basic tenets of abiding by the law and being truthful. Therefore, organisational ethical policies and codes of conduct should clearly articulate the legal implications, and consequences of any breaches.A one‐size‐fits‐all approach to ethics training is not advised. We find that moral reasoning differs with managerial experience. A case is made to account for training tailored at different managerial levels, along with scenario‐based training and mentoring from higher levels of management. [ABSTRACT FROM AUTHOR]

Are employees more likely to identify with their organization and engage in helping behaviors on its behalf if the coworkers who make up their social networks identify and help the organization? We draw on social information processing theory, social learning theory, and research on diffusion of innovation to develop a model that predicts how relational (advice ties) and structural (structural equivalence) factors predict organizational identification and organizational citizenship. We argue that OI is neither a matter of individual perceptions generated in isolation, nor a simple function of the number of ties that an employee has, but that it is instead an outcome of relations and interactions with coworkers, as reflected in the social structure of the employing organization. We tested our model by conducting a social network study of employees in a construction company. Our findings show that (1) employees tend to have similar levels of OI to the OI of their advice ties; (2) employees who are structurally equivalent tend to demonstrate similar levels of OCB; (3) similarity in OI mediates the relationship between advice ties and similarity in OCB; and (4) advice ties with high and moderate levels of OI are most strongly associated with similarity in OCB. In a supplementary analysis we show that the social influence model that we tested offers a better explanation for the role that the social context plays in shaping OI than does a "more ties, more OI" model. We discuss implications for theory and practice. [ABSTRACT FROM AUTHOR]

Research in HR has devoted little attention to the practice of scheduling shift workers into times and places to conduct their work. Relying upon the growing literature related to relational HR, we propose a relational view of scheduling that focuses on how employees' social contexts—particularly their being co‐scheduled with higher performers—relate to changes in performance over time. We apply resource dependence and social learning theories to describe how employees' performance over time depends upon their working alongside higher performers. Higher performers consume limited resources (thereby constraining peers' performance in the short term), yet also provide instructive role models for learning new skills (thereby elevating peers' performance over the longer term). We further hypothesize these effects are stronger for employees who are newer to the firm in contrast to those with more experience. We analyze scheduling and performance data from 7,893 retail sales representatives over a 1‐year period. Results show co‐scheduling with higher performers has an immediate negative effect on employee performance, but is positively related to employee performance over time. Unexpectedly, co‐scheduling effects were present for all employees and not only for those new to the organization. Our study points to the need for HR research on employee scheduling to better understand how shift workers' schedules provide the relational context for their work. The research offers several theoretical contributions in understanding the peer effects of higher performers, and we offer practical implications for managers seeking to design employees' schedules to encourage organizationally advantageous relationships between coworkers. [ABSTRACT FROM AUTHOR]

The study aims to investigate the effect of organizational learning on business resilience in developing the hospitality industry, specifically focusing on four-star hotels in the southeast region of Nigeria. One of the major reasons why this research was conducted is because of the vacuum that exists between organizational learning and business resilience in the hospitality industry. A cross-sectional survey design was employed because it supports using questionnaires to collect data from participants. A validated and reliable instrument was used to collect data from two hundred thirty one participants drawn from the selected hospitality industry in the southern part of Nigeria. The results demonstrate that organizational learning significantly positively affects business resilience. Organizational learning also affects crisis anticipation and recoverability which are crucial to be resilient in the industry. The results of this research supported prior empirical findings and supported both social learning theory and resilience theory. Regarding originality, the geographical scope and the industry where this research was conducted distinguish it from other prior empirical investigations. It was recommended that since the hospitality business is highly competitive, managers should utilize organizational learning as a strategy to overcome their competitors and remain sustainable in the industry. The findings of the research will contribute to the literature and hospitality industry in developing country contexts. Article Highlights: Organizational learning significantly affects business resilience. Organizational learning also helps organization to anticipate crises better Organization learning enhanced recoverability which is crucial to being resilient and sustainable [ABSTRACT FROM AUTHOR]

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same‐gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g., associating boys with math competence), children might prefer to learn from exemplars who match their stereotypes about who is good at math (H2). We tested these hypotheses with children in middle school (N = 166), a time of development in which stereotypes are well‐engrained, but before gender differences in math achievement appear. Children viewed two distinct math strategies, each presented by a boy or girl exemplar. We then examined which strategy children employed on a subsequent math test as well as their perceived similarity to the exemplars and their awareness or endorsement of gender‐math stereotypes. Children did not preferentially learn from same‐gender exemplars. However, children with stereotypes associating boys with math were more likely to learn the more difficult strategy when it was presented by a boy exemplar than children who did not associate boys with math. The results of this study provide valuable insight into how children's stereotypes impact their real‐world learning. Research Highlights: How does the representation of boy and girl exemplars in children's curricular materials affect their learning?Past research demonstrates that children prefer to learn from same‐gender exemplars, but also hold a stereotype that boys are better at math.In the current study, we test whether children preferentially adopt a math strategy presented by a boy or girl exemplar.Children who held the belief that boys are better at math were more likely to learn a difficult strategy from boy exemplars than children who did not endorse this stereotype. [ABSTRACT FROM AUTHOR]

Through a social learning theoretical framework, this article seeks to understand how gender normativity is perpetuated, as well as how it results in the marginalization of transgender and gender-nonconforming (TGNC) youth. Additionally, ways in which TGNC youth navigate oppression and how discrimination against TGNC youth may be reduced through disruption of gender normativity are explored. Using qualitative methods, including the analysis of community meeting transcripts as well as town hall meetings with gender-diverse participants, the present study will answer the following research questions: (1) how do transgender and gender-nonconforming youth navigate discrimination and marginalization? (2) How can social learning theory be leveraged to disrupt gender normativity and reduce the discrimination, marginalization, and victimization of transgender and gender-nonconforming youth? This article aims to bridge the gap in the literature by expanding on research specifically pertaining to TGNC youth and directly addressing how social learning mechanisms can both perpetuate and mitigate gender-normative ideologies. [ABSTRACT FROM AUTHOR]

Servant leadership's unique focus on care and concern for multiple stakeholders has caught the attention of academic and practitioners alike. Its theoretical novelty, however, remains underutilized as a means to contribute unique insights to the leadership literature. We draw on servant leadership's moral foundation—utilitarian consequentialism—and social learning theory to identify cognitive mechanisms (follower other‐orientation and cognitive reflection) through which servant leadership affects employee behavior benefiting two stakeholder groups: a community nonprofit organization and the employing organization. Furthermore, we evaluate the degree to which an employee's moral identity internalization acts as a boundary condition of servant leadership's effects. Data were collected from 274 employee‐supervisor dyads across three waves with objective cognitive reflection scores and objective measures of workplace charitable giving and employee performance. Results supported all hypothesized predictions even after accounting for three alternative mediators. In particular, servant leadership had a positive indirect effect on workplace charitable giving through follower other‐orientation; it also had a positive indirect effect on objective follower financial performance through other‐orientation and cognitive reflection. Both indirect effects were significant at low levels of moral identity internalization but not at high levels. We discuss the implications of these findings and delineate directions for future research. [ABSTRACT FROM AUTHOR]

On social network platforms, people may edit their photos and alter personal information to build an online identity that is different from their offline identity. The increasingly close connection between the online and offline world may have some impact on the behavior of online identity reconstruction. This study explored the motivations for online identity reconstruction with personal interviews. Sixty-five university students participated in this study. Data were analyzed by content analysis method. We identified that people may reconstruct their identity due to vanity, self-confidence, bridging social capital, enjoyment, detachment, privacy concerns, and conformity. The motivations were interpreted based on Akers' social learning theory. It is found that people's social network (e.g., the individuals/groups around them) can influence their motivations for online identity reconstruction. The use of mobile technology also facilitates online identity reconstruction. This study contributes to the research on online identity reconstruction by taking into account the influence of people's social networks and the effect of online-offline integration, providing a better understanding of motivations for online identity reconstruction. [ABSTRACT FROM AUTHOR]

Purpose: Grounded in the framework of social learning theory (SLT), the current study explores the impact of leaders' unethical proorganizational behavior (UPB) on their subordinates' self-management and moral self-efficacy, which, in turn, affect knowledge hiding and sharing among followers. This study aims to examine how instrumental thinking influences the relationship between leader UPB and subordinate behaviors, shaping knowledge sharing and hiding. Design/methodology/approach: Using a longitudinal approach, this research uses a two-wave data collection strategy with a one-month interval. The study cohort comprises 378 employees drawn from technology service firms situated in China. Findings: Empirical findings confirm that leader UPB is linked to increased follower self-management and knowledge hiding, as well as reduced moral self-efficacy. Instrumental thinking moderates these effects, amplifying knowledge hiding and diminishing moral self-efficacy while reducing knowledge sharing. Research limitations/implications: The study contributes to the existing literature on UPB by offering insights into the distinct consequences of leader UPB on knowledge-related behaviors of followers. Furthermore, the exploration of employees' instrumental thinking in the context of leader UPB underscores the strategic manipulation of knowledge to fulfill individual goals, thereby enriching the underpinnings of the SLT. The study underscores the imperative for organizations to grasp the implications of UPB and underscores the necessity for stringent ethical frameworks to mitigate its deleterious impact. Practical implications: The study contributes to the existing literature on UPB by offering insights into the distinct consequences of leader UPB on knowledge-related behaviors of followers. Furthermore, the exploration of employees' instrumental thinking in the context of leader UPB underscores the strategic manipulation of knowledge to fulfill individual goals, thereby enriching the underpinnings of the SLT. The study underscores the imperative for organizations to grasp the implications of UPB and underscores the necessity for stringent ethical frameworks to mitigate its deleterious impact. Originality/value: The present study addresses a gap in the current literature by elucidating the multifaceted outcomes of leaders' UPB on paradoxical behaviors related to knowledge sharing and hiding among followers. This nuanced examination underscores the need to comprehend the intricate contingencies that accentuate the effects of UPB, particularly in the realm of leadership dynamics. Grounded in SLT, this study delves into leadership dynamics and ethical decision-making. [ABSTRACT FROM AUTHOR]

The present study investigates the mediating role of innovation capability between entrepreneurial learning and tourism business performance dimensions. Cognitive Social Learning Theory has been applied to build the research model in Entrepreneurial learning, Innovation capability, and Business performance. 350 questionnaires were collected from tourism business firms/organizations and renascent entrepreneurs in Jammu and Kashmir, India. The results were significant regarding the mediating role of innovation capability in the relationship between entrepreneur learning and business performance dimensions. The findings shall help better understand how Innovation capabilities affect the relationship between entrepreneurial learning and the business performance of tourism entrepreneurs. Considering the extent of literature and essential aspects of entrepreneur learning and business performance with the mediating role of innovation capability, the research model of the present study would enrich the existing literature and shall provide a better understanding of how Innovation capabilities affect the relationship between entrepreneurial learning and the business performance of tourism entrepreneurs and simultaneously have validated and favored the theory of cognitive, social learning. [ABSTRACT FROM AUTHOR]

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People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS‐SEM revealed that college students' in‐class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in‐class interventions), and this learning process was shaped by students' media multitasking self‐efficacy and self‐management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in‐class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notesWhat is already known about this topic In‐class media multitasking behaviours (ICMMBs) damage college students' academic performance.College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves.What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective.This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students.This work extends the application scope of social learning theory to the context of college students' ICMMBs.Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs.Some in‐class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour.Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self‐efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously. [ABSTRACT FROM AUTHOR]

Collaborative supervision is not new to occupational therapy; however, its use remains limited. To identify factors affecting the perceived value and use of collaborative supervision, a survey was developed and disseminated to fieldwork educators seeking their opinions and experiences. The survey had 382 respondents. Familiarity with constructs and prior experience using this collaborative supervision seem to be the highest predictor of use. Understanding the impact of practitioner attributes on the perceived value of collaborative fieldwork can help expand the use of collaborative fieldwork supervision. [ABSTRACT FROM AUTHOR]

The Creative Innovation Network studies how creative or innovative ideas circulate through the network. The Creative Collaboration Process studies how engaged people in networks generate new ideas. For a better understanding of the role of networks in creativity, it is essential to determine whether the two areas of research connect. This study uses a systematic literature review methodology to answer the question of where the two research streams intersect. Social Learning theory, activity theory, complexity theory, and Social Creativity theory might intersect the streams. This can help researchers apply as an approach to network creativity studies. [ABSTRACT FROM AUTHOR]

Objective: Internet and development of digital media as a tool for online promotions provides avenues for early recruitment of college students into risky drinking. The objective of the study was to examine prevalence of alcohol promotions on web-based media and its possible effects on alcohol drinking by sex among college students in Kenya. Participants and Methods: A sample of 836 out of 1354 (61.7%) second and final year students in the school of education of a public urban university in Kenya participated in this online cross-sectional survey using awareness of online alcohol marketing and TWEAK questionnaires. Results: Facebook attracted most alcohol post per day (χ=3.6) and other apps collectively had least alcohol post per day (χ=0.8). Spearman's correlation show significant association between online alcohol promotions and risky drinking (0.37; p < 0.001). At the overall level of exposure to online alcohol promotions on web-based media and risky drinking, we perceived a statistical significance difference (p < 0.001) in favor of male respondents. The regression model was successful in explaining approximately 56% of the adjusted variance in risky drinking habits. Conclusion: This significant level presence of online liquor promotions suggest that the youth had fairly open access to the mixed beverage creator's items through web-based media stages which could impact youth to take part in early liquor drinking propensity. There was substantial presence of online alcohol promotions via web-based media scene that was related to risky drinking. Lastly, sex and online alcohol promotions could contribute to risky drinking among college students in Kenya. [ABSTRACT FROM AUTHOR]

BACKGROUND: The construction industry is heavily affected by occupational accidents, and it is important to investigate how leadership behaviors promoting safety on construction sites are fostered among construction-site managers. OBJECTIVE: The overall aim of this study was to investigate how safety-leadership behaviors can be developed in the construction industry, specifically focusing on managerial role modeling. METHODS: A two-wave longitudinal cohort study with approximately four months between measurement occasions was conducted among construction-site supervisors in Sweden (n = 51). Supervisors' ratings of their site managers' and their own generic and safety-specific contingent reward (CR) leadership behaviors were obtained by means of questionnaires. Cross-lagged panel models were tested within a path model framework to test the hypothesis that site managers' leadership behaviors prospectively influence supervisors' leadership behaviors. RESULTS: Site managers' CR behaviors prospectively influenced supervisors' CR behaviors, both generic CR behaviors (β= 0.29, p = 0.01) and safety-specific CR behaviors (β= 0.22, p = 0.04). For safety-specific CR behaviors, a reversed effect (β= 0.26, p = 0.03) was also found, implying that supervisors' behaviors prospectively influenced site managers' behaviors. CONCLUSION: Site managers act as role models for supervisors when it comes to developing safety-leadership behaviors on construction sites. The results also indicate that site managers are influenced by their subordinate supervisors' safety-leadership behaviors. Hence, there seems to be reciprocal interaction between site managers and supervisors in which they influence each other and together shape safety-leadership practices at their construction sites. [ABSTRACT FROM AUTHOR]

Purpose-- This study explores how entrepreneurs in creative industries learn, focusing on social learning aspects. Unlike other sectors, creative entrepreneurs often tailor products to customer preferences and rely less on formal education. Instead, they learn through real-world experiences, cultural influences, and economic contexts. Despite the importance of this learning approach, it's underrepresented in entrepreneurship research. This research highlights the need for deeper investigation into entrepreneurial learning within creative industries. Study Design/Methodology/Approach-- This empirical study employed indepth qualitative case studies of entrepreneurs in creative industries. We collected data via semi-structured interviews with entrepreneurs who work as designers in creative industries. We analyzed the data by employing the grounded theory analysis technique followed by a cross-case comparison. Findings -- The study highlights the dynamic and evolving nature of entrepreneurial learning shaped by personal and social experiences and the contextual forces throughout the entrepreneurial journey. Key activities playing crucial role in this process include observing, practicing, trial, and error, and interacting within the entrepreneurial community. Contextual factors significantly influence this process. Creative industry entrepreneurs leverage personal networks, technological resources, and social media for learning, highlighting their importance in the learning ecosystem. Practical Implications -- The study improves our understanding of how women entrepreneurs engage in entrepreneurial learning within a specific industry and social context. Furthermore, the research identifies the challenges that are critical to address through entrepreneurship education and support organizations -- that cater to community entrepreneurs. Originality/Novelty -- The literature has acknowledged the strong influence of cultural and social context on women entrepreneurs, particularly in developing countries. This research contributes to the limited body of knowledge on entrepreneurial learning among women creative entrepreneurs by exploring the interplay between personal and social learning experiences along with multiple contextual forces. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Creativity is the property of Journal of Sports Creativity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research explores how Corporate Accounting Disclosure (CAD) affects the corporate reputation (CR) of publicly traded Taiwan companies, with special emphasis on the moderating influence of social learning (SL). While Corporate Accounting Disclosure and social learning serve as the independent and moderating variables, respectively, corporate reputation is the study's dependent variable. A sample of 125 companies, listed on the Taiwan Stock Exchange Corporation (TWSE), was selected for this study. Our findings suggest that Corporate Accounting Disclosure positively correlates with corporate reputation, as does social learning. Interestingly, the anticipated moderating effect of Social Learning on the association between Corporate Accounting Disclosure and Corporate Reputation was not observed. Future research endeavors may delve deeper into underlying reasons for this phenomenon by adopting a multifaceted approach of longitudinal studies and cross-cultural analysis. The study also offers in-depth discussions of its findings and clearly outlines its theoretical and practical implications. It concludes by offering recommendations and charting potential avenues for subsequent research. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to critically examine the evolution of a particular variant of cyber fraud known as the Nigerian prince scam and to demonstrate its socio-cultural impact. These scams are also referred to as yahoo scams. This paper traces the history of the Nigerian prince scam and how the scheme has evolved over the years to become more sophisticated, audacious and damaging to its victims. Design/methodology/approach: The analytic approach is conceptual, drawing on institutional anomie theory, social learning theory and routine activity theory to explain this unique typology of cybercrime. Data were collected and analysed from books, journal articles, newspaper articles and other electronic Web sources. Findings: The ineffective political leadership of Nigeria's present elected and past military leaders could be attributed to creating culturally induced pressures to secure monetary success by the scammers. A significant number of people involved in this malfeasance justify these crimes with the argument of being owed reparations for colonisation, which might explain why international and local agencies may not be effective at eradicating this crime problem. Originality/value: Despite the continued perpetration of the Nigerian prince scam, current research has not presented an evolutionary view of this fraudulent operation. This paper adds to the literature by explaining the origins of the scam, how they have developed over time and how internet technology has advanced the sophistication of the scam. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effect of watching animated series displayed via the various communication channels, such as TV and YouTube on children's behavior, where episodes from well-known animated series were analyzed to identify how some animated series contribute to child's acquisition of deviant behaviors according to social learning theory and other theories of criminology. To achieve the study objectives, the researcher used a content-analysis approach to analyze the content of two animated series that display inappropriate content. The study sample consisted of (100) episodes of the animated series (X1) and (30) episodes of the animated series (X2). The results revealed that the programs and content displayed in some animated series don't achieve the purpose for which they were designed, and some of them teach children the methods of deviance. The study recommended the necessity of imposing official surveillance on children's animated series displayed on some Arabic and international channels, analyzing them, and verifying the safety of their content by specialists to ensure their appropriateness for the targeted group before displaying them. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Religious Education Studies / Türkiye Din Eğitimi Araştırmaları Dergisi is the property of Turkish Journal of Religious Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethical leadership behavior has positive influences on followership dimensions. This study aimed at investigating the relationship Ethical leadership and followership dimensions. This research study used Kelley's followership framework, to analyze each dimension of the leader-follower relationship. This study use social learning and social exchange theories to test the relationship between ethical leadership and follower. The social learning theory is used to support ethical leadership. Quantitative design was adopted for this purpose, and survey was chosen to collect primary data. Nature of data was cross-sectional. The population of the study consists of all public sector employees in southern districts of Khyber Pakhtunkhwa province of Pakistan. Non probability snow ball technique was used to select the sample size and specific formula gave the sample size of 395. Total 500 questionnaires were distributed among employees working in public sector organizations, among which only 412 came, 395 were used to yield the results. Findings revealed that ethical leadership has a significant relationship with followership dimensions and further analysis of results revealed that these data provided insights into the followers' current followership style (i.e., their current levels of independent critical thinking and active engagement), their leaders 'behaviors, and the quality of their individual leader-follower relationship. The findings of the current study declare a significant connection between followership and ethical leadership effect. The study showed that ethical leadership and followers have had a significant relationship. There is a positive and significant relationship exists between ethical leadership and followership dimension in Pakistan public sector. Discussion and implications are presented based on the results of the study. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to propose mechanisms of the dark side of interorganizational relationships from a social psychological perspective. The purpose is to understand the role of boundary spanners' social psychological processes that may trigger the dark side effects. Design/methodology/approach: Multple mechanisms are developed through three social psychological theories, namely, social identity theory, system justification theory and social learning theory. Findings: Boundary spanners' social psychological processes can trigger the dark side of interorganizational relationships via mechanisms such as excessive cooperation, reification, system justification and path dependence in learning. Practical implications: This paper concludes with a discussion that offers a new perspective on research on dark side effects and the managerial implications of the present analysis. Originality/value: This paper contributes to the current literature by extending the interpersonal social psychological processes that could explain the dark side of interorganizational relationships. This paper is a step forward to answer the calls for multilevel considerations of the dark side effects and inspire future research on the role of social psychological processes in dark side effects. [ABSTRACT FROM AUTHOR]

Previous studies mainly focused on the effect of single social learning on farmers' safety behavior and rarely explored the mechanism of social learning on green control techniques. Using survey data from 608 farmers in Sichuan Province, this paper empirically analyzes this mechanism. The results showed that the adoption of green control techniques in the sample area was not promising; although 94.41% of the surveyed farmers adopted the techniques, the average number of practices adopted was only 2.88 out of seven possible practices. Social learning facilitates the adoption level of green control techniques by farmers. From the marginal effect, the probability of "many techniques adopted" increased by 6.692% for each unit of increase in social learning. Moreover, it is also discovered that environmental literacy plays a bridging role in the process by which social learning influences the adoption level of green control techniques, i.e., social learning can act on the adoption level through environmental literacy. Finally, we found that a favorable market environment is conducive to the conversion of farmers' environmental literacy into green control techniques. The facilitating effect of environmental literacy on the adoption level is further enhanced when there is improvement in access to materials need for such techniques, ease of selling produce, and price stability. This paper makes important additions to the research field of social learning influencing the agricultural technology adoption and is an extension of social learning theory with important implications for green agriculture. [ABSTRACT FROM AUTHOR]

This article explores the use of financial technology and Bandura's social learning theory among Alabio Duck Farmers in the Upper North River region. The study reveals that the duck breeders in this community utilize financial technology and teach their children and nephews how to raise ducks using Bandura's social learning method. This approach indirectly supports food security and economic resilience in South Kalimantan. The research suggests that government agencies should offer counseling and training in financial technology for the duck farmers in this district. This is the first study to investigate the implementation of financial technology in the Alabio Duck farming community in this region. [Extracted from the article]

This research highlights the potential significance of leveraging communities of practice (CoPs) for supporting ongoing learning and advancing professional practice. As formal CoPs are rare within the mental performance field, this held a unique opportunity to understand the value gained from active engagement in intradisciplinary collaboration. It also posed an opportunity to share how professionals seeking to develop knowledge in niche domains of practice might leverage similar forms of social learning spaces. These two purposes inspired this qualitative case study. Our CoP comprised a group of eight experienced mental performance consultants from elite sports with the goal of understanding and exploring our role in supporting athletes with sport-related concussions. Individual reflections and collaboratively developed documents were thematically analyzed using E. Wenger-Trayner & Wenger-Trayner's (2021) value creation framework to assess the value created through CoP participation. Positive value across all eight cycles of the framework was identified (e.g., identification and clarification of our role in concussion support—transformative value; critical boundaries within the practical and theoretical concussion landscape—orienting value). Through this article, we explore these values in an effort to provide insight to practitioners of various domains of psychology wishing to create similar social learning spaces. Public Significance Statement: This article highlights the experiences of mental performance consultants who participated in a community of practice (CoP) designed to explore a niche area of professional practice (i.e., concussion support). Reflections from those who participated illustrate value in learning, knowledge translation, and applied practice, while also identifying structural elements which made the CoP successful. [ABSTRACT FROM AUTHOR]

Purpose: Although manufacturer-initiated rewards are widely used to secure distributors' compliance, the spillover effect on unrewarded distributors (i.e. observers) in the same distribution channel is under-researched. Using insights from social learning theory, this paper aims to investigate how manufacturer-initiated rewards affect observers' expectation of reward and shape observers' compliance toward the manufacturer. Furthermore, this paper explores how such effects are contingent upon distributor relationship features. Design/methodology/approach: To test the hypotheses, hierarchical multiple regression and bootstrapping analyses were performed using survey data from 280 Chinese distributors. Findings: The magnitude of a manufacturer-initiated reward to a distributor stimulates expectation of reward among observers, which enhances compliance; observers' expectation of reward mediates the impact of reward magnitude on compliance. Moreover, network centrality (of the rewarded peer) negatively moderates the positive impact of reward magnitude on observers' expectation of reward, whereas observers' dependence (on the manufacturer) positively moderates this dynamic. Practical implications: Manufacturers should pay attention to the spillover effects of rewards. Overall, they should use rewards of appropriate magnitude to show willingness to recognize outstanding distributors. This will inspire unrewarded distributors, which will then be more compliant. Furthermore, manufacturers should know that specific types of distributor relationship features may significantly vary the spillover effects. Originality/value: This study illuminates the spillover effects of manufacturer-initiated reward by opening the "black box" of the link between reward magnitude and observers' compliance and by specifying the effects' boundary conditions. [ABSTRACT FROM AUTHOR]

Phubbing, the ignoring of one's companions to pay attention to one's phone, is ubiquitous. Yet far less is known about its interpersonal transmission. Based on the social learning theory and the theory of normative social behavior, this cross-sectional study tested the associations between perceived parental phubbing and teenagers' phubbing. Two hundred ninety-nine Chinese teenagers (M = 14.03, SD = 0.87) answered questions about perceived parental phubbing, descriptive norms and injunctive norms of phubbing, and phubbing of themselves. The regression analyses showed that perceived parental phubbing was positively associated with teenagers' phubbing and descriptive norms. The conditional process analyses showed that higher levels of perceived parental phubbing predicted higher levels of descriptive norms, which in turn predicted higher levels of teenagers' phubbing. Moreover, the magnitude of the association between descriptive norms and teenagers' phubbing was greater as injunctive norms became greater. [ABSTRACT FROM AUTHOR]