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Relevant bibliographies by topics / Social Cognitive Learning Theory

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Academic literature on the topic 'Social Cognitive Learning Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Social Cognitive Learning Theory"

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Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency." Educational Psychologist 39, no. 2 (June 2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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Thompson, Mindi N., and Jason J. Dahling. "Perceived social status and learning experiences in Social Cognitive Career Theory." Journal of Vocational Behavior 80, no. 2 (April 2012): 351–61. http://dx.doi.org/10.1016/j.jvb.2011.10.001.

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Tokar, David M., Mindi N. Thompson, Melissa R. Plaufcan, and Christine M. Williams. "Precursors of learning experiences in Social Cognitive Career Theory." Journal of Vocational Behavior 71, no. 3 (December 2007): 319–39. http://dx.doi.org/10.1016/j.jvb.2007.08.002.

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Freitas, Sandra Ferreira, and Christiane Kleinübing Godoi. "A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS." Revista de Negócios 13, no. 4 (February 11, 2009): 40. http://dx.doi.org/10.7867/1980-4431.2008v13n4p40-55.

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This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of learning, and is based on theories capable of interconnecting individual processes, the functioning of the groups, and social relations. Among the learning theories that consider the social context, we elect the analysis and transfer of the following theories, to the organizational sphere: a) Kurt Lewin’s field theory (and his influence on Dewey); b) Bandura’s cognitive social learning theory (and the influence of the attribution theory); and Giddens’ theory of structuration.

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Erlich, Richard J., and Darlene F. Russ-Eft. "Assessing Student Learning in Academic Advising Using Social Cognitive Theory." NACADA Journal 33, no. 1 (June 1, 2013): 16–33. http://dx.doi.org/10.12930/nacada-13-135.

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We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and their retrospective pre-intervention self-efficacy as well as pre and post self-regulated learning-strategy levels in academic planning. We used 2 hypotheses to verify that students experienced increased levels of self-efficacy and self-regulated learning through academic planning strategies. The 3rd hypothesis verified a positive, reciprocal relationship between self-efficacy and self-regulated learning in academic planning. We discuss results regarding the theoretical usefulness for applying social cognitive theory to assess student learning outcomes in academic advising.

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Ratten, Vanessa. "Social Cognitive Theory in Mobile Banking Innovations." International Journal of E-Business Research 7, no. 1 (January 2011): 39–51. http://dx.doi.org/10.4018/jebr.2011010103.

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This paper examines the behavior Australian youths have toward mobile banking. Social cognitive theory is the theoretical framework in which a conceptual model is empirically tested. The conceptual model includes five constructs (media, modeling, outcome expectancy, learning orientation and entrepreneurial orientation), which are proposed to influence an individual’s intention to adopt mobile banking. The conceptual model is tested in a sample of Australian youths and the analysis supports a portion of the proposed conceptual model. The findings support the link between the media and an individual’s entrepreneurial orientation with their intention to adopt mobile banking. The paper demonstrates how social cognitive theory is a useful foundation to understand the external and internal stimuli that influence an individual’s desire to adopt mobile banking.

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Burke, Helen, and Lorraine Mancuso. "Social Cognitive Theory, Metacognition, and Simulation Learning in Nursing Education." Journal of Nursing Education 51, no. 10 (August 20, 2012): 543–48. http://dx.doi.org/10.3928/01484834-20120820-02.

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Gibson, Sharon K. "Social Learning (Cognitive) Theory and Implications for Human Resource Development." Advances in Developing Human Resources 6, no. 2 (May 2004): 193–210. http://dx.doi.org/10.1177/1523422304263429.

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Prati, Gabriele. "A Social Cognitive Learning Theory of Homophobic Aggression Among Adolescents." School Psychology Review 41, no. 4 (December 1, 2012): 413–28. http://dx.doi.org/10.1080/02796015.2012.12087497.

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Tri Harinie, Luluk. "Study of the Bandura’s Social Cognitive Learning Theory for the Entrepreneurship Learning Process." Social Sciences 6, no. 1 (2017): 1. http://dx.doi.org/10.11648/j.ss.20170601.11.

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Dissertations / Theses on the topic "Social Cognitive Learning Theory"

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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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Easterbrook, Adam. "A critique of parental monitoring using Bandura's social cognitive learning theory as framework." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31613.

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This study tests competing hypotheses that examine the relationship between adolescents' perception of disclosure of information in the parent-adolescent relationship and adolescents' perception of their friends as prosocial or deviant. The first hypotheses are based on previous research on monitoring. They posit that parental efforts to obtain information about adolescents' activities, whereabouts and friends will influence adolescents' choice of either prosocial or deviant friends. The competing hypotheses are developed using Bandura's (2001) social cognitive learning theory as a framework. These hypotheses argue that adolescents' perception of their friends as either prosocial or deviant may determine how much information adolescents' will give to parents regarding activities, whereabouts and friends. To test the hypotheses, data was used from waves one and two of a three-year longitudinal study that is exploring adolescent life among high school students. Results offer partial support for the monitoring hypotheses. Maternal desire to know about adolescents' activities, whereabouts and friends is positively associated with adolescents' perception of friends as prosocial, but is not associated with adolescents' perception of friends as deviant. In contrast, paternal desire to know about adolescents' activities, whereabouts and friends is negatively associated with adolescents' perception of friends as deviant, but is not associated with adolescents' perception of friends as prosocial. The competing hypotheses developed using Bandura's (2001) social cognitive learning theory as a framework, were supported. Adolescents' perception of friends as prosocial is positively associated with adolescents' willingness to give information regarding activities, whereabouts and friends to parents, whereas adolescents' perception of friends as deviant is negatively associated with adolescents' willingness to give information to parents regarding activities, whereabouts and friends. These findings contribute to a growing body of literature (e.g., Kerr & Stattin, 2000; Stattin & Kerr, 2000) that questions monitoring as a useful and effective strategy for parental peer management. These results also underscore the need to examine adolescents as agentic beings who work to balance parent and peer relationships.
Arts, Faculty of
Sociology, Department of
Graduate

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Cortese, Juliann. "A social cognitivist view of hypermedia learning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.

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Thesis (Ph.D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center

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Senich, Samantha. "Mother's social cognitions and discipline responses differences between physical and relational aggression /." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/S%5FSenich%5F030306.pdf.

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Pagnotta, Murillo. "Living and learning together : integrating developmental systems theory, radical embodied cognitive science, and relational thinking in the study of social learning." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16386.

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Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Finally, advocates of ‘radical embodied cognitive science' offer an alternative to the representational-computational view of the mind which supports the conventional notion of culture and cultural information. This thesis attempts to integrate developmental systems theory, radical embodied cognitive science, and relational thinking, with the goal to bring the field of social learning closer to these critical theoretical developments. In Chapter 2, I find no justification for the claim that the genome carries information in the sense of specification of biological form. Chapter 3 presents a view of ontogeny as a historical, relational, constructive and contingent process. Chapter 4 uses the notions of environmental information, abilities, affordances, and intentions to make sense of behaviour and learning. In Chapter 5, I argue that the notion of social learning can be understood in terms of relational histories of development rather than in terms of transmission of information. I then report empirical studies investigating behavioural coordination and social learning consistent with this theoretical framework. Chapter 6 presents evidence that dyads in a joint making activity synchronize their attention constrained by their changing situation and that coordination of attention is predictive of implicit and explicit learning. Chapter 7 presents evidence that joint attention does not require gaze following and that attentional coordination is predictive of learning a manual task. Together, these theoretical and empirical studies suggest a new way of thinking about how humans and other animals live and learn socially, one that is consistent with critical theoretical and philosophical developments that are currently neglected in the literature on social learning.

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Hobby, Kristina Lee. "Metaphoric Interpretations of a Social Issue." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/15.

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This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.

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Carr, Adrienne L. "Examining the Effects of Media on Learners’ Mental Representations and Cognitive Processes in Science." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196106424.

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Hortz, Brian Vincent. "Evaluation of a social cognitive theory based physical activity intervention targeting leisure time physical exercise." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123087047.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center

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Downey, Christopher John. "Utilising a school effectiveness approach to measuring non-cognitive outcomes for the Social and Emotional Aspects of Learning (SEAL) programme." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366259/.

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This study applies a school effectiveness approach to determining the nature and the extent of effects of non-cognitive outcomes of schooling, specifically in relation to the SEAL programme. The focus is on the potential to evaluate gains made through universal SEAL provision, as well as via intensive Family SEAL intervention for groups of children and their parents/carers. The research was undertaken within primary and secondary schools located in one English Local Authority region. An extensive literature review of measures of student and school level academic progress in the cognitive domain shows how such measures have built on the insights of school effectiveness research and this leads to a consideration of studies of similar design focusing on non-cognitive outcomes of schooling, and the size of school and class level effects related to them. Data from around 2000 students was used to determine a measurement model for a survey of SEAL related outcomes, and across a period of approximately 18 months, over 8500 students from 55 schools were eventually surveyed. Multilevel modelling of data on 7 non-cognitive dimensions derived from the survey was used to determine the proportion of the variance located at the student, class and school levels for each of the dimensions. Associations between each dimension and a range of student and school level factors were also investigated. Significant associations were found to occur between non-cognitive outcomes and factors such as students’ age, gender and whether they had experience with bullying behaviours. There was some limited evidence of associations for peer-effects of bullying and the mean socioeconomic status for some of the non-cognitive dimensions. Class and especially school level effects were found to be appreciably smaller than those observed for cognitive outcomes of schooling which was broadly in line with the findings of previous research in this area. A small scale evaluation of the impact of Family SEAL provided tentative evidence that gains from engaging in this intervention are most likely to be made by students causing concern in their social and emotional development, and that these gains are most likely to be observed at school rather than at home. The limitations of each element of the study were considered and taken into account in making a number of recommendations for practice in schools and local and national level policy making.

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Stevens, Emily Claire. "Evaluation of a social cognitive theory-based adolescent physical activity intervention Plan for exercise, plan for health /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158096089.

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Books on the topic "Social Cognitive Learning Theory"

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Illeris, Knud. The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. Frederiksberg: Roskilde University Press, 2002.

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Tiefel, Thomas. Von der Offenen in die Abstrakte Gesellschaft: Ein interdisziplinärer Entwurf. Berlin: Duncker & Humblot, 2003.

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David, Hutchison. Anticipatory Behavior in Adaptive Learning Systems: From Psychological Theories to Artificial Cognitive Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009.

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. New York: Springer, 2011.

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Cognitive load theory. Cambridge: Cambridge University Press, 2010.

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Ya'acov, Rand, and Hoffman Mildred B, eds. The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Glenview, Ill: Scott, Foresman, 1985.

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Keefe, James W. Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Peverelli, Peter J. Cognitive space: A social cognitive approach to Sino-Western cooperation. Delft: Eburon, 2000.

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A teacher's guide to cognitive type theory & learning style. Alexandria, Va: Association for Supervision and Curriculum Development, 1996.

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Book chapters on the topic "Social Cognitive Learning Theory"

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Bozack, Amanda. "Social Cognitive Learning Theory." In Encyclopedia of Child Behavior and Development, 1392–94. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2715.

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Whitham, Siena, Lindsey Sterling, C. Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 2884–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_484.

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Whitham, Siena, Lindsey Sterling, Christie Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 4418–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_484.

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Schunk, Dale H. "Social Cognitive Theory and Self-Regulated Learning." In Self-Regulated Learning and Academic Achievement, 83–110. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4_4.

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Torre, Dario, and Steven J. Durning. "Social cognitive theory: thinking and learning in social settings." In Researching Medical Education, 105–16. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118838983.ch10.

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Bechtold, Sara West. "The Cognitive Theory of Multimedia Learning: The Impact of Social Cues." In Learning, Design, and Technology, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_60-1.

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Bandura, Albert. "Model of Causality in Social Learning Theory." In Cognition and Psychotherapy, 81–99. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-7562-3_3.

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Juhnke, Joseph W., and Adam R. Kallish. "Adaptive Learning via Social Cognitive Theory and Digital Cultural Ecosystems." In Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience, 611–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02812-0_70.

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Björkqvist, Kaj. "Learning Aggression from Models: From a Social Learning Toward a Cognitive Theory of Modeling." In The Plenum Series in Social/Clinical Psychology, 69–81. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5883-5_5.

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Vernon, Ann, and Michael Bernard. "Rational Emotive Education as Social–Emotional Learning." In Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications., 419–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53901-6_20.

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Conference papers on the topic "Social Cognitive Learning Theory"

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Kumar, Sanjay, Rohit Beniwal, Sudhanshu Shekhar Singh, and Vipul Gupta. "Predicting Link Sign in Online Social Networks based on Social Psychology Theory and Machine Learning Techniques." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146087.

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Osmolovskaya, Irina M. "Role Of Interdisciplinary Researches In Development Of Theory Of Learning." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.59.

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Prabowo, Puspita Mayangsari, Setyo Sri Rahardjo, and Eti Poncorini Pamungkasari. "Application of Social Cognitive Theory On Factors Affecting Completeness of Child Immunization: Evidence from Pacitan, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.118.

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ABSTRACT Background: Every infant is required to receive complete basic immunization before the age of one year. According to UNICEF, around 19.4 million infants do not receive complete basic immunization. The purpose of this study was to examine factors affecting completeness of child immunization using Social Cognitive Theory. Subjects and Method: A cross sectional study was carried out at 25 integrated health posts (posyandu) in Pacitan, East Java, Indonesia. A sample of 200 infants aged 12-23 months was selected by simple random sampling. The dependent variable was basic immunization completeness. The independent variables were intention, knowledge, self-efficacy, outcome expectation, vicarious learning, family support, health personnel support, and social capital. The data were analyzed by a multiple logistic regression rin on Stata 13. Results: Complete immunization status increased with high knowledge (OR= 13.39; 95% CI= 2.12 to 84.39; p= 0.006), strong self-efficacy (OR= 6.05; 95% CI= 1.29 to 28.35; p= 0.022), positive outcome expectation (OR= 15.20; 95% CI= 2.75 to 83.89; p= 0.002), vicarious learning (OR= 4.30; 95% CI= 0.81 to 22.67; p= 0.085), strong family support (OR= 6.36; 95% CI= 1.30 to 31.11; p= 0.022), strong health personnel support (OR= 20.38; 95% CI= 3.16 to 131.36; p= 0.002), strong intention (OR= 43.52; 95% CI= 4.20 to 450.515; p= 0.002), and strong social capital (OR= 4.41; 95% CI=0.98 to 19.85; p= 0.053). Conclusion: Complete immunization status increases with high knowledge, strong self-efficacy, positive outcome expectation, vicarious learning, strong family support, strong health personnel support, strong intention, and strong social capital. Keywords: complete immunization status, social capital, Social Cognitive Theory Correspondence: Puspita Mayangsari Prabowo. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: mayangsari37.pm@gmail.com. Mobile: +6287859294881. DOI: https://doi.org/10.26911/the7thicph.03.118

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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.

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Syahputri, Rezyana Budi, Pawito Pawito, and Bhisma Murti. "Application of Social Cognitive Theory on The Determinants of Exclusive Breastfeeding Practice in Madiun, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.58.

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Background: Exclusive breastfeeding can reduce child mortality. The achievement of exclusive breastfeeding has not reached the expected number due to various factors. This study aims to examine the determinants of exclusive breastfeeding practice in Madiun, East Java. Subjects and Method: A cross-sectional study was carried out in Madiun, from February to May 2020. A sample of 200 lactating mothers was selected randomly. The dependent was exclusive breastfeeding. The independent variables were health promotion program, observational learning, role model, vicarious learning, imitation, positive attitude, outcome expectation, self-regulation, self-efficacy, and reinforcing. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Exclusive breastfeeding increased with following health promotion in exclusive breastfeeding program (OR= 2.76; 95% CI= 1.05 to 7.25; p= 0.039), high observational learning (OR= 3.33; 95% CI= 1.27 to 8.71; p= 0.014), strong role model (OR= 3.43; 95% CI= 1.10 to 10.67; p= 0.033), high vicarious learning (OR= 3.83; 95% CI= 1.31 to 11.12; p= 0.014), strong imitation (OR= 2.98; 95% CI= 1.19 to 7.48; p= 0.020), positive attitude (OR= 3.14; 95% CI= 1.03 to 9.60; p= 0.044), positive outcome expectation (OR= 3.56; 95% CI= 1.30 to 9.79; p= 0.014), strong self-regulation (OR= 2.59; 95% CI= 1.10 to 6.07; p= 0.028), strong self-efficacy (OR= 4.91; 95% CI= 1.84 to 13.11; p= 0.001), and reinforcing (OR=3.42; 95% CI= 1.17 to 10.01; p= 0.024). Conclusion: Exclusive breastfeeding increases with following health promotion in exclusive breastfeeding program, high observational learning, strong role model, high vicarious learning, strong imitation, positive attitude, positive outcome expectation, strong self-regulation, strong self-efficacy, and reinforcing. Keywords: exclusive breastfeeding, health promotion, social cognitive theory Correspondence: Rezyana Budi Syahputri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rezyanabs@gmail.com. Mobile: +6282325750134 DOI: https://doi.org/10.26911/the7thicph.02.58

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Ebeling, Régis, Carlos Córdova Sáenz, Jeferson Campos Nobre, and Karin Becker. "Quarenteners vs. Cloroquiners: a framework to analyze the effect of political polarization on social distance stances." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/kdmile.2020.11963.

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The worldwide COVID-19 pandemic has struck people’s lives overnight. With an alarming contagious rate and no effective treatments or vaccines, it has evoked all sorts of reactions. In this paper, we propose a framework to analyze how political polarization affects groups’ behavior with opposed stances, using the Brazilian COVID polarized scenario as a case study. Two Twitter groups represent the pro/against social isolation stances referred to as Chloroquiners and Quarenteners. The framework encompasses: a) techniques to automatically infer from users political orientation, b) topic modeling to discover the homogeneity of concerns expressed by each group; c) network analysis and community detection to characterize their behavior as a social network group and d) analysis of linguistic characteristics to identify psychological aspects. Our main findings confirm that Cloroquiners are right-wing partisans, whereas Quarenteners are more related to the left-wing. The political polarization of Chloroquiners and Quarenteners influence the arguments of economy and life, and support/opposition to the president. As a group, the network of Chloroquiners is more closed and connected, and Quarenteners have a more diverse political engagement. In terms of psychological aspects, polarized groups come together on cognitive issues and negative emotions.

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Ge, Xiao, and Larry Leifer. "Design Thinking at the Core: Learn New Ways of Thinking and Doing by Reframing." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67172.

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We present a theoretical framework about how designers learn new ways of thinking and doing named the reframing theory. The theory underlines why some designers’ creative behaviors endure and some not in face of a conflicting social belief system. In this paper, we first describe the problems that designers and educators face when the cultures that designers attach to and the social logics that they invoke to make sense of their practices are constantly changing. Second, we decode the phenomenon and unpack the problems by drawing on an extensive body of research on cognitive processes, learning theories, and social influences. Third, we propose a theoretical framework to denote that the key to develop and maintain enduring creative behaviors is through reconstruction of one’s perceptions. This theory-oriented paper ends by discussing future directions for educators and researchers, with the aim to advance the research and academic discussions about how to improve design ability.

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Josko, João Marcelo Borovina. "An experience in mixing cognitive and affective teaching approaches in a CS1 course." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wei.2021.15892.

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Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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Wai Wing MA, Ada. "Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3298.

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The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.

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Costello, Bridget McKenney. "Travel as pedagogy: embodied learning in short-term study abroad." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11312.

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In this paper I discuss a model for creating embodied learning opportunities in study abroad curricula, which purposefully uses students’ physical movement through foreign landscapes to inform and enhance their understanding of local social, political, economic, cultural, and historical phenomena. Pedagogical tactics include: challenging and reframing the common distinction between “important” and “unimportant” instructional times and places; loosely structured itineraries that allow for greater student autonomy and collaboration; seeking multiple vantage points (both geographic and textual) from which to observe and analyze locations; purposeful and attentive travel between study locations that helps connect cognitive to visceral experience. These tactics help students cultivate the ability to read landscapes, a skill that them to understand a landscape not only as historical narrative but also as a social actor that influences and is influenced by the everyday practices of people who inhabit it. To demonstrate these strategies, I discuss how they were implemented in a recent short-term study abroad program to various sites within the former Yugoslavia.

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Reports on the topic "Social Cognitive Learning Theory"

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.

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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.

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