Search

Luxury brand consumption has remained strong even in countries with recessions. This study explores the role of personal factors, socio-cognitive factors, and potential marketing forces, in driving consumers' luxury purchase intentions in a market that is struggling to recover from a recession – Greece. Data were collected using a self-administered survey via an online panel. The results indicate that consumers' need to escape and impulsiveness are positively associated with luxury brand purchase intentions in a recession. Sales promotions moderate the relationship between escape, self-expression, and luxury brand purchase intentions. Consumers' perceptions about the recession effect on society also moderate the relationship between escape, self-expression, social status, and luxury brand purchase intentions. This study contributes to the literature and practice of luxury branding in recession by identifying the interplay between various personal, social, and marketing factors that can influence luxury brand purchase intentions in a recessionary environment. [ABSTRACT FROM AUTHOR]

Problematic Internet Use (PIU), with its adverse health outcomes, is a clinically established phenomenon that is not formally diagnosable yet. The latest PIU research reveals differential psychological mechanisms underlying two types of Internet usage: social use (like using social media, chatrooms, and others) and non-social use (like live streaming, short-form video viewing, and others). Social forms of PIU often signal underlying interpersonal issues, including loneliness, attachment problems, and social skill deficits. In comparison, non-social usage might indicate emotion regulation problems, including emotion recognition deficits, poor cognitive empathy, and emotion suppression. A common developmental concomitant of these functions is the ability to mentalize, operationalized as Reflective Functioning (RF). While studies supporting the role of impaired RF in problematic social uses of the Internet abound, only a few studies relating RF deficits to non-social PIU are identifiable. Also, mentalizing is multidimensional, with cognitive and affective poles influencing emotion regulation and interpersonal functioning. Deficits in both poles of mentalizing have been differentially implicated in non-social and social PIU. Based on the latest empirical evidence in Internet-use problems, the multifaceted role of mentalizing could be meaningfully assimilated into a novel social-cognitive model of PIU. To that end, the current paper attempts to theoretically integrate affective and cognitive mentalizing, with its roles in emotion regulation and interpersonal functioning, into Bandura's Social-Cognitive Theory of PIU. The theoretical model might have implications in developing a mentalization-based treatment modality for PIU that could train individuals in efficiently regulating emotions and navigating real-life social situations without resorting to an over-involvement with the virtual world. [ABSTRACT FROM AUTHOR]

This study examined whether individual and collective moral disengagement (MD) in seventh grade were associated with bullying perpetration across seventh and eighth grade, and whether changes in individual and collective MD from seventh to eighth grade were associated with concomitant changes in individual-level bullying perpetration. In this short-term longitudinal study, 1232 students from 96 lower secondary classrooms answered a web-based questionnaire on tablets during school, once in seventh grade and once in eighth grade. According to the findings, and in line with the study's hypotheses, students who scored higher in individual MD in seventh grade and students who belonged to classrooms with higher levels of collective MD in seventh grade were more inclined to engage in bullying perpetration across seventh and eighth grade. In addition, students who increased in individual MD or belonged to classrooms that increased in collective MD from seventh to eighth grade reported increased levels of bullying perpetration. In contrast, students who decreased in individual MD and who belonged to classrooms that decreased in collective MD declined in their levels of bullying perpetration from seventh to eighth grade. [ABSTRACT FROM AUTHOR]

The urgent imperative to "move online", caused by the recent Covid-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education. [ABSTRACT FROM AUTHOR]

Problematic Internet Use (PIU), with its adverse health outcomes, is a clinically established phenomenon that is not formally diagnosable yet. The latest PIU research reveals differential psychological mechanisms underlying two types of Internet usage: social use (like using social media, chatrooms, and others) and non-social use (like live streaming, short-form video viewing, and others). Social forms of PIU often signal underlying interpersonal issues, including loneliness, attachment problems, and social skill deficits. In comparison, non-social usage might indicate emotion regulation problems, including emotion recognition deficits, poor cognitive empathy, and emotion suppression. A common developmental concomitant of these functions is the ability to mentalize, operationalized as Reflective Functioning (RF). While studies supporting the role of impaired RF in problematic social uses of the Internet abound, only a few studies relating RF deficits to non-social PIU are identifiable. Also, mentalizing is multidimensional, with cognitive and affective poles influencing emotion regulation and interpersonal functioning. Deficits in both poles of mentalizing have been differentially implicated in non-social and social PIU. Based on the latest empirical evidence in Internet-use problems, the multifaceted role of mentalizing could be meaningfully assimilated into a novel social-cognitive model of PIU. To that end, the current paper attempts to theoretically integrate affective and cognitive mentalizing, with its roles in emotion regulation and interpersonal functioning, into Bandura’s Social-Cognitive Theory of PIU. The theoretical model might have implications in developing a mentalization-based treatment modality for PIU that could train individuals in efficiently regulating emotions and navigating real-life social situations without resorting to an over-involvement with the virtual world.

This article reviews the development of theoretical concepts and applications of basic findings in personality psychology. It does so primarily by focusing on social-cognitive theories of personality structure and functioning. These include the foundational theories of Bandura and Mischel and the subsequent KAPA model of Cervone. Three central themes in social-cognitive conceptions are identified: (a) a focus on individuals rather than on summaries of individual differences in the population, (b) attention to causal mechanisms underlying action and experience and (c) the study of persons in context, including attention to psychological processes through which people assign meaning to diverse settings and life challenges. These emphases facilitate applications, as is illustrated by a review of applied efforts in developing societies that capitalise on principles of social-cognitive theory, including assessments guided by the KAPA model. [ABSTRACT FROM AUTHOR]

Obesity is known as a major public health problem, with multi-factorial aspects. A complex interaction among genetic, physiological, and behavioral variables affects both the development and maintenance of the obese condition. Currently, there is an increasing interest in recognizing the significant role of psychosocial determinants of dietary behaviors to develop effective interventional weight loss programs. A review of the existing knowledge about the psychosocial determinants of food intake may be beneficial for developing dietary behaviors for health promotion among the populations. Differences in the psychosocial determinants of eating between obese and nonobese individuals and youth and adult groups provide a better understanding of the drivers of socioeconomic disparities in dietary intake, and how to develop targeted intervention strategies. In this review, we discussed the basic psychosocial concepts and theories related to food behaviors. Then, the psychological factors associated with the obesity-related food behaviors and the comparisons between the correlates of dietary behavior in obese and non-obese individuals were explained. Finally, the results of population-based studies which have addressed the contribution of dietary behavior among the youth and adults were presented.

After COVID-19, face-to-face learning was changed to online learning. However, very few effective online learning methods were available regarding physical education. Therefore, this study aimed to examine the modeling effects on learning ballet movement in the online system. We aimed to find effective modeling presentations based on objective information, expert assessments, and a kinematic approach. The study included 36 individuals who were divided into an expert modeling group, a self-modeling group, and controls. Participants performed 60 trials of Pas de basque in the acquisition phase and 10 trials without a demonstration video after 24 h. 10 min later, the reversed Pas de basque was conducted for the retention test. All groups showed improved performance after the acquisition phase, which indicated that the modeling presentation was effective despite adopting an online learning system. However, higher expert scores and more accurate joint movements were shown in the expert modeling group compared to the other groups. Therefore, expert modeling seems to be the most effective method for learning high-difficulty tasks with jumps and turns. [ABSTRACT FROM AUTHOR]

PurposeAccidents and unintentional injuries account for the greatest number of adolescent deaths, often involving use of alcohol and other substances. This article describes the iterative design and development of Interactive Narrative System for Patient-Individualized Reflective Exploration (INSPIRE), a narrative-centered behavior change environment for adolescents focused on reducing alcohol use. INSPIRE is designed to serve as an extension to clinical preventive care, engaging adolescents in a theoretically grounded intervention for health behavior change by leveraging 3D game engine and interactive narrative technologies.MethodsAdolescents were engaged in all aspects of the iterative, multiyear development process of INSPIRE through over 20 focus groups and iterative pilot testing involving more than 145 adolescents. Qualitative findings from focus groups are reported, as well as quantitative findings from small-scale pilot sessions investigating adolescent engagement with a prototype version of INSPIRE using a combination of questionnaire and interaction trace log data.ResultsAdolescents reported that they found INSPIRE to be engaging, believable, and relevant to their lives. The majority of participants indicated that the narrative's protagonist character was like them (84%) and that the narrative featured virtual characters that they could relate to (79%). In the interactive narrative, the goals most frequently chosen by adolescents were "stay in control" (60%) and "do not get in trouble" (55%).ConclusionsWith a strong theoretical framework (social-cognitive behavior change theory) and technology advances (narrative-centered learning environments), the field is well positioned to design health behavior change systems that can realize significant impacts on behavior change for adolescent preventive health.

BackgroundEarthquakes cause many casualties worldwide. Taking preventive measures and improving community preparedness is critical to reducing earthquake damage. The social cognitive theory explains how individual and environmental factors cause behavior. This review was conducted to identify the social cognitive theory structures, in research on the preparedness of households against earthquakes.Materials and methodsThis systematic review was performed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A search was conducted from January 1, 2000, to October 30, 2021 in Web of Science, Scopus, PubMed, and Google Scholar. Studies were selected based on inclusion and exclusion criteria. The initial search yielded 9,225 articles, and finally, 18 articles were selected. Articles were assessed using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist.ResultsEighteen articles about disaster preparedness behaviors based on the socio-cognitive constructs were identified and reviewed. The essential constructs used in the reviewed studies included self-efficacy, collective efficacy, knowledge, outcome expectations, social support, and normative beliefs.ConclusionBy identifying the dominant structures that have been used in studies related to the preparedness of households against earthquakes, researchers can implement appropriate and more cost-effective interventions by focusing on improving suitable structures.

This study aimed to compare for the first time the immediate and retention effects of theory-based and atheoretical motor competence (MC) interventions, by conducting a systematic review to determine which intervention approach resulted in the most improvements for motor outcomes. In accordance with PRISMA guidelines, studies were identified from searches across seven databases, for articles relating to theory-based (Achievement Goal Theory, Dynamic Systems Theory, and Social-Cognitive Theory) and atheoretically-derived MC interventions in typically developing children and adolescents. Publication bias was assessed using an adapted form of Consolidated Standards of Reporting Trials statement. Of the thirty two included studies, seventeen utilized theory-based intervention approaches. The majority of studies were grounded in Achievement Goal Theory. Also, the majority of MC interventions elicited immediate (short) and/or long-term effects for children and adolescents. Studies varied with regards to intervention components and MC assessment. Many studies scored poorly for risk of bias items. Overall, the levels of success for theoretical and atheoretical intervention programmes were not distinguishable. Findings open up new horizons for motor skills instruction to be taught using developmentally appropriate pedagogy, a research field which has gained significant traction among stakeholders in recent years. [ABSTRACT FROM AUTHOR]

Constructive deviance, rule-breaking to benefit the organization, is an emerging topic in the scholarly research and is considered to be an ethical decision. Despite the value of guiding constructive deviance in organizations, the effect of ethics-oriented leadership on employees' constructive deviance remains unclear. This research identifies leader moral humility as a new antecedent of constructive deviance and examines how and when leader moral humility influences employee constructive deviance. Drawing on social–cognitive theory, we propose that leader moral humility fosters employee moral identity, which in turn triggers employees to exhibit constructive deviance. Moreover, the mediating effect of moral identity is more pronounced when normative conflict with organizational rules is high, as this conflict inspires identity-driven behavior. Two studies with scenario-based experimental and time-lagged field methods provided general support for our hypotheses. Study 1 reveals that leader moral humility positively affects constructive deviance via employee moral identity. Study 2 replicates and extends Study 1 to support the moderating role of normative conflict. These findings enrich the understanding of constructive deviance by shedding light on the moral cognitive process in the relationship between leader moral humility and employee constructive deviance and by identifying the boundary condition for the relationship. [ABSTRACT FROM AUTHOR]

The impetus for this conceptual article was the authors' reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered, thereby better preparing teachers to be lifelong learners and for those teachers to use a student-centered approach with their own students. These actions involve five possible areas: (1) students doing more research; (2) increasing learners' roles in course design; (3) going beyond basic teaching skills and the basic curriculum; (4) building the social side of learning; and (5) searching for new knowledge and learning tools. [ABSTRACT FROM AUTHOR]

It is necessary to pay attention to the dimensions of interaction as a basic concept in computer environments to understand and draw the psychological function and users’ behaviors and the optimal design of Interactive Information Retrieval systems. Also the issue of interaction, due to its complex nature, requires the simultaneous attention of personal-cognitive, behavioral, environmental factors of users related to the process of information retrieval and correct understanding of these components. Hence, the main aim of this study is presenting a framework for main and sub elements of information retrieval interaction based on social-cognitive theory and to develop a checklist for Interactive Information Retrieval based on this theory in digital libraries. The present study was conducted using library and survey methods. In this regard the survey of experts and Delphi panels were used in two stages. Initially, the extraction and evaluation of various components of Interactive Information Retrieval in digital library systems as well as the effective components of social-cognitive theory were done via the study of different texts. Then, the dimensions and components of interaction, based on social-cognitive theory were calculated using academic experts’ opinions. These elements were set and validated in a five-option Likert scale questionnaire. The main components include three dimensions of interaction with information, interaction with interface and interaction with tasks and sub-components, each of which forms the effect group and social-cognitive theory with the three main components of personality, environment and behavior form the causes group. The community of experts included 17 experts in the field of information retrieval based on the snowball sampling method. Considering the high values of Kendall consensus coefficient in two components of personality and behavior of about 0.77 and the coefficient of 0.72 in the environment component, a total of 60 components in these three dimensions were agreed. Based on the research findings and in addition to the two stages of Delphi and after removing the components with an average of less than three in the Likert scale, 21 components in the personal dimension, 20 components in the behavior dimension and 19 components in the environment dimension were approved by the research experts. The results indicated that the authenticity item of all three components of personality, behavior and environment and comprehensiveness, objective work task complexity items of environment and subjective work task difficulity item of behavior dimension were recognized as unimportant items according to the opinion of research experts and were eliminated. The framework obtained from this study can be used as the basis for future research to apply these components with emphasis on three basic aspects of user behavior in the optimal design of Interactive Information Retrieval systems.

After COVID-19, face-to-face learning was changed to online learning. However, very few effective online learning methods were available regarding physical education. Therefore, this study aimed to examine the modeling effects on learning ballet movement in the online system. We aimed to find effective modeling presentations based on objective information, expert assessments, and a kinematic approach. The study included 36 individuals who were divided into an expert modeling group, a self-modeling group, and controls. Participants performed 60 trials of Pas de basque in the acquisition phase and 10 trials without a demonstration video after 24 h. 10 min later, the reversed Pas de basque was conducted for the retention test. All groups showed improved performance after the acquisition phase, which indicated that the modeling presentation was effective despite adopting an online learning system. However, higher expert scores and more accurate joint movements were shown in the expert modeling group compared to the other groups. Therefore, expert modeling seems to be the most effective method for learning high-difficulty tasks with jumps and turns.

Abstract Background Regular engagement in physical activity has well-established physical and psychological health benefits. Despite this, over a quarter of the global adult population is insufficiently physically active. Physical activity interventions grounded in behaviour change theory, such as the social-cognitive theory, are widely considered to be more effective than non-theoretical approaches. Such interventions set out to intervene on the ultimate outcome (physical activity), but also influence intermediate factors (social-cognitive theory constructs) which in turn, are believed to influence physical activity behaviour. The primary aim of the study was to use mediation analysis to examine whether changes in the social-cognitive theory and related constructs, in particular self-efficacy, outcome expectations, intentions, barriers and goal setting, mediated the effects of a smartphone-based social networking physical activity intervention. Methods Mediation analyses were conducted using the PROCESS Macro in SPSS to (i) calculate the regression coefficients for the effect of the independent variable (group allocation) on the hypothesised mediators (social-cognitive theory constructs), (ii) calculate the regression coefficient for the effect of the hypothesised mediators (social-cognitive theory constructs) on the dependent variable (objectively measured physical activity or self-report physical activity), independent of group assignment and (iii) determine the total, direct and indirect intervention effects. Results Data from 243 participants were included in the mediation analysis. There was no evidence of mediation for change in objectively measured MVPA or self-reported MVPA. Conclusions There was no conclusive evidence that any of the social-cognitive theory constructs mediated the relationship between an app-based intervention and change in physical activity. Ongoing efforts to develop and understand components that make physical activity app-based interventions effective are recommended. Trial registration This trial was registered with the Australian and New Zealand Clinical Trial Registry ( ACTRN12617000113358 , date of registration 23 January, 2017).

When it comes to money, clients often know what they should do, but they do not always do it. The purpose of this study was twofold: (a) to introduce a new scale to measure financial cognition and (b) to explore the link between thinking (i.e., covert behavior) and financial behavior (i.e., overt behavior). Social Cognitive Theory and Cognitive Behavioral Theory framed the study. Data were collected in two stages from 236 employees in a Midwestern region. Stage one results suggest a newly developed measure, the Financial Cognition Scale, shows acceptable reliability, and construct validity. Stage two found positive associations between the covert behaviors of financial cognition, financial knowledge, and financial self-efficacy and the overt behavior of financial behavior, and a negative association between financial anxiety and financial behavior. Implications for practitioners and researchers are presented. [ABSTRACT FROM AUTHOR]

Copyright of Iranian Journal of Information Processing & Management is the property of Iranian Information & Documentation Center (IRANDOC) 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.)

In recent years, there has been a growing interest in «self–regulated learning» among researchers in psychology and pedagogy. However, at the moment there is no consensus of what it meant by it. The diversity of views resulted in a number of different measures. This paper presents a review of the most common questionnaires measuring self–regulated learning. The author analyses such questionnaires’ characteristics as theoretical background, internal structure, and validity. The analysis reveals that all of the questionnaires are based on different internal structures, which reflect authors’ ideas about self-regulated learning. Finally, the conclusion gives the recommendations for choosing a questionnaire and identifies the areas for further research.

The aim of this study was to investigate the Triple Factors Bandura's Social-Cognitive Theory on users' interaction with Iranian academic digital Libraries. For this purpose, 384 people were selected as members of the research sample using two sampling methods (cluster random sampling and stratified random sampling) from the community of university users. The face and content validity of the questionnaires were evaluated using the opinions of experts and the construct validity was calculated using factor analysis. The reliability of the questionnaires was also confirmed using Cronbach's alpha method (0.948). In order to analyze the quantitative data related to the research question from descriptive and inferential statistics with the help of SPSS software. To test the qualitative date related to the research question, descriptive and inferential statistics were used applying SPSS software and for testing the model and hypotheses, Amos software was applied. The results of the research in the quantitative part showed that personal (cognitive) factors with a coefficient of 0.37, behavioral factors with a coefficient of 0.36 and environmental factors with a coefficient of 0.42 have an effect on the information retrieval interaction of university digital libraries. From the results of structural equation modelling, it was concluded that the intensity of personal (cognitive), behavioral and environmental factors in three dimensions of interaction in academic digital libraries are strong, and digital libraries need to pay more attention to these components in order to perform optimal information retrieval and develop interactive software. [ABSTRACT FROM AUTHOR]

College athletes are active on a variety of social-media platforms. As a result, most athletic departments require them to participate in social-media education. Although this practice is becoming more prominent, little research has explored how college athletes perceive such training. This case study explored college athletes' social-media use and their perceptions about social-media education. Semistructured interviews of 20 college athletes at a Division I university were conducted. Using social-cognitive theory as a framework, analysis revealed that while participants expressed a desire for social-media education, they indicated that most of the messages they receive about social media tend to be forgettable. Consequently, athletic departments need to take a more reflexive approach to social-media education that incorporates college athletes' feedback to optimize this instruction. [ABSTRACT FROM AUTHOR]

Background: According to social-cognitive theory (SCT), self-efficacy affects health behavior both directly and indirectly by influencing how individuals perceive their environment. This study examines whether perceptions of home and school environment mediate the association between self-efficacy and physical activity (PA) and sedentary behavior in adolescent girls. Methods: Baseline data from the Nutrition and Enjoyable Activity for Teen Girls (NEAT) was used for this study. Grade 8 female students (n = 357) were recruited from 12 secondary schools located in low-income communities in the Hunter Region, New South Wales, Australia. PA was assessed using accelerometers, and sedentary behavior by self-report and accelerometers. Self-reported measures were used for perceived home and school environment and self-efficacy. Multilevel regression models were calculated to determine if the perceived environment mediated the relationship between self-efficacy with both PA and sedentary behavior. Results: The perceptions of the school and home environment did not mediate the relationship between PA self-efficacy and PA behavior or sedentary behavior. Conclusion: The mediated models were not supported for PA or sedentary behavior. However, other results of this paper may be helpful for future theory development and practice. More research is needed to understand behaviors in unique populations such as this. [ABSTRACT FROM AUTHOR]

Objective: To assess the effectiveness of an adolescent peer-led health curriculum in changing physical activity and fruit and vegetable social-cognitive and behavioural variables among Filipino American adolescents in Hawai'i for participants and peer educators. Design: Quasi-experimental design. Setting: One high school on Oahu, Hawai'i. Method: Filipino American adolescents aged 16–18 years from a grade 12 health class were recruited and trained as peer educators to deliver a health curriculum to grades 9–11 health classes over 8 months. We examined peer educators' influence on physical activity and fruit and vegetable social-cognitive (knowledge, stage of change, self-efficacy and enjoyment) and behavioural variables (physical activity and consumption). Participants and peer educators completed baseline and follow-up questionnaires. Results: Compared with controls, intervention students showed an increase in physical activity knowledge and self-efficacy. Multiple regression analysis predicted higher physical activity knowledge and moderate-vigorous physical activity follow-up scores for members of the intervention group. A significant effect was found for physical activity stage of change and moderate-vigorous physical activity for peer educators over time. No significant effect was found for any fruit and vegetable variables. Conclusion: A peer-led health curriculum may be a viable method to change physical activity social-cognitive and behavioural variables in Filipino American adolescents and peer educators. [ABSTRACT FROM AUTHOR]

Background: Regular engagement in physical activity has well-established physical and psychological health benefits. Despite this, over a quarter of the global adult population is insufficiently physically active. Physical activity interventions grounded in behaviour change theory, such as the social-cognitive theory, are widely considered to be more effective than non-theoretical approaches. Such interventions set out to intervene on the ultimate outcome (physical activity), but also influence intermediate factors (social-cognitive theory constructs) which in turn, are believed to influence physical activity behaviour. The primary aim of the study was to use mediation analysis to examine whether changes in the social-cognitive theory and related constructs, in particular self-efficacy, outcome expectations, intentions, barriers and goal setting, mediated the effects of a smartphone-based social networking physical activity intervention.Methods: Mediation analyses were conducted using the PROCESS Macro in SPSS to (i) calculate the regression coefficients for the effect of the independent variable (group allocation) on the hypothesised mediators (social-cognitive theory constructs), (ii) calculate the regression coefficient for the effect of the hypothesised mediators (social-cognitive theory constructs) on the dependent variable (objectively measured physical activity or self-report physical activity), independent of group assignment and (iii) determine the total, direct and indirect intervention effects.Results: Data from 243 participants were included in the mediation analysis. There was no evidence of mediation for change in objectively measured MVPA or self-reported MVPA.Conclusions: There was no conclusive evidence that any of the social-cognitive theory constructs mediated the relationship between an app-based intervention and change in physical activity. Ongoing efforts to develop and understand components that make physical activity app-based interventions effective are recommended.Trial Registration: This trial was registered with the Australian and New Zealand Clinical Trial Registry ( ACTRN12617000113358 , date of registration 23 January, 2017). [ABSTRACT FROM AUTHOR]

ABSTRACT IS AVAILABLE IN THE PDF

The purpose of this research is to analyze the influence of three elements of student immersion experience (discovering your options, sculpting your plans, and marketing yourself) on activating student plan. A total of 82 students from a university located in the southeast part of Texas participated in the analysis. Results from partial least squares show that sculpting your value proposition and marketing yourself positively and significantly influence activating your plan. Also, a non-significant relationship between discovering your options and activating your plan was found. Discussions and implications for future research are presented. [ABSTRACT FROM AUTHOR]

This study aimed to identify elements of personal knowledge that were hypothesized to underlie within-person, across-context variations in students' appraisals of self-efficacy for coping with challenges encountered in Science, Technology, Engineering, and Mathematics (STEM) education. Freshman in a college of engineering completed assessments of (a) 4 elements of personal knowledge regarding themselves and their educational resources; (b) their subjective beliefs about links between these 4 personal and social qualities and each of 32 specific educational challenges; and (c) perceived self-efficacy for successfully handling each of the 32 challenges. Individual students' self-efficacy appraisals commonly varied substantially within-person, across contexts. This variability was predictable. Students displayed relatively high (low) self-efficacy within subsets of situations they subjectively linked to positively (negatively) valenced knowledge that they possessed, a finding consistent with the knowledge-and-appraisal model of personality architecture that guided the research. Additional analyses demonstrated that students with similar overall academic self-efficacy scores may display markedly different profiles of self-efficacy appraisal across context. Students' narrative accounts enriched understanding of these profile patterns. Educational Impact and Implications Statement: This study introduces novel methods for assessing the beliefs of individual STEM students and the specific social contexts in which these beliefs come into play. Findings show that our assessments predict both consistency and variability in student's confidence in their ability to handle challenges encountered in STEM education. Because our assessment methods provide richer, more nuanced information about individual students than the assessments commonly found in the scientific literature, they may be of particular value to school counselors and advisors who need to understand idiosyncrasies in the beliefs and social experiences of the individual student. [ABSTRACT FROM AUTHOR]

Despite efforts by the adult generation to stem the rise of global warming, the planet is getting hotter every year. The present article analyzes, within the framework of social–cognitive theory, highly resourceful youth conducting environmental programs that curtail heat-trapping gases and protect various ecological supports of life. The children's intuitive principles of change closely matched the formal principles of social–cognitive theory. Social media equip youth with unlimited reach and promote large-scale environmental impact. Their ingenious practices provide the foundation for a powerful youth environmental movement. Public Significance Statement: Climate scientists report mounting alarm over massive destruction of the ecological supports of life. Twenty years of annual UN summitry produced no binding commitment by world leaders to reduce heat-trapping gases. The present article focuses on development of an international youth movement designed to preserve a habitable planet. It documents the effectiveness of youth as agents of environmental change. [ABSTRACT FROM AUTHOR]

It is very well known that the main cause of the classroom management problems is the students’ unwillingness to the subject that is taught. As long as students are actively engaged in the learning process the problems would be minimized and teacher would not spend too much energy for managing class. That is why the subject teacher’s main role is inspiring willingness and trying to involve all the students into the learning process actively. Considering the importance of teaching mathematics, teachers have to develop pedagogical strategies (recognizing of obstacles that exist in the students’ mathematics learning process) and help students to develop their mental faculties and reasoning abilities by improving mastery approach for learning mathematics. In order to boost mathematics-efficacy and outcome expectations choosing masteryoriented classroom management strategies is very essential since these strategies influence the amount and the quality of students’ engagement as well as mathematics learning and students’ persistence to continue learning when tasks are challenging. Therefore the main purpose of this study is to present the importance of fostering mastery goal orientation in classroom management. Additionally in order to foster students’ mastery goal adaptation, critical classroom management strategies based on modern motivational theories that are especially important for defining the success of teaching and learning mathematics will be offered.

Social‐cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3‐ to 6‐year‐old preschoolers were read stories with either a gendered protagonist embedded within a non‐gendered context, or a non‐gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist's gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words. [ABSTRACT FROM AUTHOR]

The present study examined the four sources of self-efficacy (mastery experience, vicarious experience, verbal and social persuasion, and physiological state) and how these predict academic self-efficacy over time in N = 1597 (t1) and N = 1373 (t2) 7th-grade students. We simultaneously differentiated three different educationally relevant socialization contexts: the family, peers, and school. Although existing measures to assess sources of academic self-efficacy have considered different socialization contexts, they have done this neither systematically nor for all sources. Confirmatory factor analysis of the four sources in three socialization contexts showed a good fit to the data. Results of structural equation models at t1 showed differential patterns of substantial impact on academic self-efficacy in each socialization context. Over time, the impact decreased when controlling for SES. Results deliver only partial support for Bandura's theoretical approach and indicate the need to revise social-cognitive theory. [ABSTRACT FROM AUTHOR]

According to Bandura's social-cognitive theory, perceptions of somatic and affective barriers are sources of self-efficacy. This longitudinal study compares general indicators of health barriers with measures of perceived somatic and affective barriers to predict self-efficacy and accelerometer-assessed physical activity in a subsample of n = 153 (selected at random from N = 310) community-dwelling German older adults. Perceived somatic and affective barriers longitudinally predicted physical activity mediated by self-efficacy, whereas general health barriers did not. Perceived health barriers to physical activity might be more important than more objective health barriers for older adults' physical activity levels. [ABSTRACT FROM AUTHOR]

This study aimed to identify barriers and facilitators associated with walking for exercise among people who experience intermittent claudication. Fifteen individuals (7 men and 8 women) participated in 3 focus groups that were tape-recorded and content analyzed. A social-cognitive framework was used to categorize barriers and facilitators as those related to the person, to the activity, or to the environment. Variables identified included those specific to intermittent claudication and those common among the general population. Barriers to walking included irregular or graded walking surfaces, uncertainty about the outcome of walking, ambiguity regarding pain, the need to take rest breaks, and the presence of leg pain. Facilitating factors included availability of a resting place, use of cognitive coping strategies, companionship support, and availability of a treadmill-walking program. Findings are interpreted in light of current research on exercise determinants and encourage prospective examinations of the predictive validity of these factors for walking. [ABSTRACT FROM AUTHOR]

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration.

Objective: Most of the theoretical models of addictive behaviors of Internet use based on the social cognitive model and suggested that Internet addiction is associated with a deficit in self-monitoring and self-regulation. On the other hand, researches have consistently reported associations between addictive Internet behaviors and a tendency to dissociate in clinical and non-clinical samples. Given the accumulating evidence in the literature, dissociative experiences may be a predisposing factor in the formation and perseverance of maladaptive use of the Internet. Within this context, the present study introduces a new psychometric instrument, the Van Online Dissociative Experiences Schedule (VODES), designed to assess online dissociative experiences. Method: Seven hundred eighteen undergraduates (71.7% were female) volunteered to participate in the study. The mean age of the sample was 20.69 (SD ± 2.14). Participants completed the Van Online Dissociative Experiences Schedule (VODES) and Chen Internet Addiction Scale (CIAS). Results: The result of principal components analysis showed that the four-factor (Identity confusion, Escapism/Detachment, Impairment in reality monitoring/Absorption, and Losing the sense of reality) solution explained 60.34% of the variance. Confirmatory factor analysis demonstrated that the four-factor model excellently fit data, and all items of the VODES loaded strongly (0.53 to 0.86) onto the respective latent factors. Moreover, VODES had excellent internal reliability (as= 0.93 to 0.98) and test-retest reliability (r= 0.79 to 0.90). In addition, all four dimensions of the VODES were strongly associated with the addictive use of Internet. Conclusions: This study showed that VODES is a promising and sound measure of online dissociation. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine whether individual and classroom collective social-cognitive processes (moral disengagement and self-efficacy) were associated with bullying perpetration among schoolchildren. An additional aim was to examine whether changes in these processes from grade 4 (Time 1) to grade 5 (Time 2) were associated with a change in bullying perpetration. Self-reported survey data were collected from 1,250 Swedish students from 98 classrooms. Results of multilevel analysis indicated that individual and classroom collective moral disengagement (CMD) were positively associated with bullying, and defender self-efficacy (DSE) was negatively associated with bullying. The effect of changes in individual moral disengagement on changes in bullying was positive, and the effects of changes in DSE and classroom collective efficacy on changes in bullying were negative. Thus, the findings demonstrate the changeability of moral disengagement, DSE and collective efficacy over time, and how these changes are linked to changes in bullying perpetration. [ABSTRACT FROM AUTHOR]

Aim: the present study was to comparing the effect of career counseling method based on social-cognitive theory, constructive, motivational on students’ career engagement.Methods: this research was quasi experimental study with the pre-test, post-test and follow up as well as control group. The study population consisted of undergraduate students of Alzahra University in 2015-2016 academic years. The stratified sampling method was used to identify and select appropriate sample. Among approximately 6,000 undergraduate students based on the Cochran sample size formula, 361 students were completed Career Engagement Questionnaire (Hirsch, Freund, & Herrmann, 2014). 60 students were selected and randomly assigned into the 3 experimental groups and 1 control (15 pre a group), and were assessed in pre-test, post-test and follow up by Career Engagement scale (CES, 2014).Results: the results of the within and between subjects from analysis of repeated measures and MANOVA revealed that training have a significant effect on enhancement of career engagement (P< 0.01). The post hoc test also revealed that total scores career engagement in post-test and follow up steps in control group were significantly lower than career counseling method based on social-cognitive theory, constructive, motivational.

The goal of this project was to evaluate a 12-week farmer's market nutrition education and monetary incentive intervention developed for adults and implemented at two farmers' markets in rural Mississippi. After participation in the 12-week program, 83% of participants had tried a new fruit or vegetable, and 85% tried a new farmers' market vendor during the program. This program demonstrates that a 12-week rural farmer's market nutrition education program can be implemented in Mississippi. Research that continues to explore the efficacy of rural farmers' markets to improve dietary, food security, and other outcomes is vital. [ABSTRACT FROM AUTHOR]

Objectives Dropout is a pervasive, yet understudied phenomenon in exercise behaviour. The purpose of this study was to explore the perceived individual, behavioural, and environmental influences experienced by 35–65-year-old adults who dropped out of a structured exercise programme. Design This research took a qualitative description approach, with social-cognitive theory providing a guiding framework. Method Semi-structured interviews were conducted with 17 participants (13 females and 4 males), with an average age of 49 years ( SD  = 6.8). The interviews were audio-recorded, transcribed verbatim, and analysed using qualitative content analysis. Results Findings are represented by four themes: (1) feeling good but disappointed, (2) scheduling issues, (3) trouble prioritizing exercise, and (4) exercising for/with someone else. Conclusions These themes highlight the fragile nature of motivation for exercise. It seems the decision to continue exercising depends on a deliberate weighing of benefits against barriers. Unrealistic outcome expectations, low scheduling self-efficacy, and an unmet desire for social support and accountability can all influence this process in favour of drop out. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to investigate Taiwanese high school students’ multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students’ science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students’ self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the “Science Communication” dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students’ various SLSE dimensions, including “Conceptual Understanding,” “Higher-Order Cognitive Skills,” and “Science Communication.” In addition, the variations between male and female students’ responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of “Conceptual Understanding,” “Higher-Order Cognitive Skills,” “Practical Work,” “Everyday Application,” and “Science Communication.” [ABSTRACT FROM AUTHOR]