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Journal articles on the topic 'Social Cognitive Learning Theory'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

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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3

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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4

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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8

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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9

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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10

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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11

Ouda, Hassan A. G., and Ralf Klischewski. "Accounting and politicians: a theory of accounting information usefulness." Journal of Public Budgeting, Accounting & Financial Management 31, no. 4 (November 14, 2019): 496–517. http://dx.doi.org/10.1108/jpbafm-10-2018-0113.

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Purpose How do cognitive aspects influence the use/non-use of accounting information by the politicians? The purpose of this paper is to conceptualize and theorize the readiness to use and the actual use of accounting information in relation to the human and social agency involved. Design/methodology/approach Applying cognitive fit theory and social cognitive theory, the authors explain how cognition of accounting information producers and users relates to their tasks and their environment. Analyzing cognitive matching, the authors develop accounting information usefulness as a function of the cognitive match between the accounting information producers and users. Findings The theoretical findings posit that cognitive fit increases with the degree of matching between the cognition of accounting information producers and the cognition of accounting information users. The theory proposes that enriching and matching the various cognitive factors lead to formation of more aligned mental representations to govern the processes of accounting information production and use as a prerequisite for the accounting information usefulness. Research limitations/implications By theorizing human cognition, behavior and learning, the authors seek to contribute to the explanation and prediction of accounting information use. Future research needs to empirically validate and/or further develop the propositions. Practical implications Practically, the conceptualization can be used to align individual and collective learning on both sides and to introduce information use audit as an instrument for supporting collective learning. Originality/value The theory of accounting information usefulness is the first attempt in public sector accounting literature to explain the relation of production and consumption of accounting information in relation to the cognition of the actors involved.
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Tomasello, Michael. "The social-pragmatic theory of word learning." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 10, no. 4 (December 1, 2000): 401–13. http://dx.doi.org/10.1075/prag.10.4.01tom.

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Some researchers have tried to explain early word learning via garden-variety learning processes and others by invoking linguistically specific “constraints” that help children to narrow down the referential possibilities. The social-pragmatic approach to word learning argues that children do not need specifically linguistic constraints to learn words, but rather what they need are flexible and powerful social-cognitive skills that allow them to understand the communicative intentions of others in a wide variety of interactive situations. A series of seven word learning studies demonstrate something of the range of communicative situations in which children can learn new words. These situations include many non-ostensive contexts in which no one is intentionally teaching the child a new word and the intended referent is not perceptually present at the time of the new word’s introduction. Language acquisition in general, and word learning in particular, is best seen as a special case of cultural learning in which children attempt to discern adults’ intentions toward their intentions toward things in the world.
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Mumper, Micah L., and Richard J. Gerrig. "How Does Leisure Reading Affect Social Cognitive Abilities?" Poetics Today 40, no. 3 (September 1, 2019): 453–73. http://dx.doi.org/10.1215/03335372-7558080.

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Research evidence supports the claim that engagement with works of fiction may benefit readers’ social cognitive abilities of empathy and theory of mind. However, there is little direct evidence to support claims about the causal mechanisms underlying the positive influence of leisure reading. Simulation theory has emerged as the most common explanatory mechanism. We summarize simulation theory and indicate ways in which the theory requires a more concrete instantiation. To provide a contrast to simulation theory, we offer three accounts of the origins of the emotional content of readers’ narrative experiences. Our goal is to highlight the diversity of processes that contribute to readers’ affective responses. Finally, we consider how ordinary processes of learning and memory might explain changes in readers’ social cognition.
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Tomasello, Michael, Ann Cale Kruger, and Hilary Horn Ratner. "Cultural learning." Behavioral and Brain Sciences 16, no. 3 (September 1993): 495–511. http://dx.doi.org/10.1017/s0140525x0003123x.

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AbstractThis target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution.
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Neziroglu, Fugen, Sony Khemlani-Patel, and David Veale. "Social learning theory and cognitive behavioral models of body dysmorphic disorder." Body Image 5, no. 1 (March 2008): 28–38. http://dx.doi.org/10.1016/j.bodyim.2008.01.002.

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Erlich, Richard J., and Darlene Russ-Eft. "Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes." NACADA Journal 31, no. 2 (September 1, 2011): 5–15. http://dx.doi.org/10.12930/0271-9517-31.2.5.

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Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.
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17

Middleton, Lyndsey, Hazel Hall, and Robert Raeside. "Applications and applicability of Social Cognitive Theory in information science research." Journal of Librarianship and Information Science 51, no. 4 (May 13, 2018): 927–37. http://dx.doi.org/10.1177/0961000618769985.

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Social Cognitive Theory is a theory that derives from Psychology yet has been adopted in other interdisciplinary subject areas, including information science. The origins and key concepts of Social Cognitive Theory are presented, and the value of its contributions to information science research analysed, with particular reference to research into information-seeking behaviour and use and knowledge sharing. Prior applications of Social Cognitive Theory in information science research are related to a study of employee-led workplace learning and innovative work behaviour that has been designed to create new insight on: (1) workplace information literacy; (2) knowledge management; and (3) the relationship between information behaviours and innovation processes. It is anticipated that this research will also extend understandings of Social Cognitive Theory as a valuable tool for theory development across a range of domains that focus on learning processes.
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Jiménez-Aragón, Laura. "MARCO TEÓRICO METODOLÓGICO DE LA EVALUACIÓN PARA APRENDER." Revista Electrónica Calidad en la Educación Superior 7, no. 1 (May 31, 2016): 100–126. http://dx.doi.org/10.22458/caes.v7i1.1378.

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El presente artículo tiene el objetivo de mostrar el marco teórico-metodológico que integra la concepción de la evaluación para aprender, para esto presenta y analiza información básica sobre el objeto y funciones de la evaluación de los aprendizajes; en relación con la evaluación para aprender, se presenta la competencia de aprender a aprender como su principal objeto de formación, el constructivismo cognitivo y social como sus fundamentos teóricos y finalmente, como su fundamento metodológico se plantea la característica integrada e integral y la función formativa y formadora de la evaluación. Entre las conclusiones más relevantes se establece: que el cambio en los modelos formativos y consecuentemente la evaluación de los aprendizajes es una necesidad y demanda socio-laboral; el objeto de la evaluación siempre es el mismo lo que varía son sus funciones; la evaluación para aprender surge como respuesta ante las demandas del contexto sociolaboral que requiere que el estudiantado desarrolle gradualmente habilidades cognitivas y emocionales (aprenda a aprender) que le capaciten para conocer y regular sus procesos cognitivos; teóricamente la evaluación para aprender se fundamenta en el constructivismo cognitivo, principalmente en las teorías de Piaget y Ausubel y desde el constructivismo social se sustenta en la teoría de Vygotsky y Leontiev. Metodológicamente, la evaluación para aprender se caracteriza por ser integrada porque se vuelve una con el mismo proceso de aprendizaje e integral porque amalgama el conocimiento disciplinar y las habilidades cognitivas y emocionales en acciones que conforman las actividades de aprendizaje; finalmente, la función formativa se centra mayormente en la regulación y realimentación del docente pero en la medida que la retroalimentación se transforma en interactiva y va trasladando la responsabilidad autoreguladora del aprendizaje al estudiantado transita hacia una función formadora.Palabras clave: aprender a aprender; evaluar para aprender; constructivismo cognitivo; constructivismo social; integrada; integral; función formativa; función formadora Summary This article aims to show the theoretical and methodological framework that integrates the concept of assessment for learning, this presents and analyzes basic information about the purpose and functions of the evaluation of learning; regarding the assessment for learning it presents the competence of learning to learn as its main object of formation, cognitive and social constructivism as its theoretical basis and finally, as its methodological basis it is proposed the integrated and holistic feature, and the forming and formative function of evaluation.Among the most important conclusions it states: that the change in the formative models and consequently the evaluation of learning is a necessity and a socio-labor demand; the purpose of the assessment is always the same what it varies are its functions; assessment for learning surges as a response to the demands of social-labor context that requires students to develop gradually cognitive and emotional skills (learning to learn) that enables them to know and regulate their cognitive processes; in theory assessment for learning is based on cognitive constructivism, principally on the theories of Piaget and Ausubel and from the social constructivism is based on the theory of Vygotsky and Leontiev. Methodologically, assessment for learning is characterized by being integrated because it becomes one with learning process itself and holistic because it amalgams disciplinary knowledge and cognitive and emotional skills in actions that conform learning activities; finally, the training function focuses mainly in the regulation and feedback of teachers but to the extent that feedback becomes interactive and it is shifting the self-regulating responsibility of learning to the students it moves to a forming function.Keywords: learning to learn; assessment for learning; cognitive constructivism; social constructivism; integrated; holistic; formative function; forming function
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McMillan, Charles J. "On docility: a research note on Herbert Simon’s social learning theory." Journal of Management History 22, no. 1 (January 11, 2016): 91–114. http://dx.doi.org/10.1108/jmh-11-2014-0285.

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Purpose – The purpose of this paper is to address the core concept of docility in Simon’s learning theories and elaborate docility as a missing link in organizational performance structures. In his book, Administrative Behavior, first published in 1947 with three subsequent editions, Herbert A. Simon introduced a new concept to the emerging field of organizational theory, docility. Design/methodology/approach – In Administrative Behavior, Herbert A. Simon introduced to management and organization theorists the concept of docility. Simon adopted the concept and meaning from E.C. Tolman’s (1932) classic work, Purposive Behavior in Animals and Men, and his novel views on learning processes and key concepts like purpose (goals), thought processes (cognitive psychology) and cognitive maps. This paper elaborates on docility mechanisms and the implications for social learning in organizations. Findings – This paper addresses this lacuna in the organizational literature, and the implications for current theories of organizations and organizational learning. Practical implications – Docility is a tool to link individual learning with organizational learning in complex environments and changing technologies. Originality/value – The paper traces origins of Simon’s docility and learning theories.
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Marhayati, Nelly, Pasmah Chandra, and Monna Fransisca. "Pendekatan Kognitif Sosial pada Pembelajaran Pendidikan Agama Islam." DAYAH: Journal of Islamic Education 3, no. 2 (July 27, 2020): 250. http://dx.doi.org/10.22373/jie.v3i2.7121.

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The purpose of this study is to find out about the form of social cognitive theory approach from Bandura which can be applied to the learning of Islamic Education in Schools. Based on several previous studies, the cognitive approach has widely applied to learned was the cognitive approach from Piaget. The method used in this research is qualitative research with library research approach. Based on the analysis of the literature study, the approach of the social cognitive theory that can be applied to the learning of Islamic Education learning is through observational learning or modeling which includes four processes namely the process of attentional, retention, reproduction, and motivational processes. The social-cognitive approach that can be applied to Islamic education learning is on the application; curriculum, teaching, and assessment. In addition, the application of social learning theory by means of modeling is not contrary to the teachings of Islam that encourage people to make the Prophet as a model or role model in life.
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Heejung Jung. "Performance in Smart Language Learning Environments: Based on Social Cognitive Theory Framework." English21 30, no. 4 (December 2017): 307–24. http://dx.doi.org/10.35771/engdoi.2017.30.4.014.

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Cho, Yoonhyung. "The Learning Support and Adaptive Performance : Reflect of The Social Cognitive Theory." Korean Academic Association of Business Administration 32, no. 7 (July 31, 2019): 1293–310. http://dx.doi.org/10.18032/kaaba.2019.32.7.1293.

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Lin, Chieh-Peng. "Learning Virtual Community Loyalty Behavior From a Perspective of Social Cognitive Theory." International Journal of Human-Computer Interaction 26, no. 4 (March 25, 2010): 345–60. http://dx.doi.org/10.1080/10447310903575481.

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Schaub, Michael, and David M. Tokar. "The role of personality and learning experiences in social cognitive career theory." Journal of Vocational Behavior 66, no. 2 (April 2005): 304–25. http://dx.doi.org/10.1016/j.jvb.2004.09.005.

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Jones, James W. "PERSONALITY AND EPISTEMOLOGY: COGNITIVE SOCIAL LEARNING THEORY AS A PHILOSOPHY OF SCIENCE." Zygon� 24, no. 1 (March 1989): 23–38. http://dx.doi.org/10.1111/j.1467-9744.1989.tb00974.x.

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Wang, Shu-Ling, and Sunny S. J. Lin. "The application of social cognitive theory to web-based learning through NetPorts." British Journal of Educational Technology 38, no. 4 (July 2007): 600–612. http://dx.doi.org/10.1111/j.1467-8535.2006.00645.x.

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Nicaise, Molly. "Cognitive Research, Learning Theory, & Software Design: The Virtual Library." Journal of Educational Computing Research 18, no. 2 (March 1998): 105–21. http://dx.doi.org/10.2190/qnxx-xce2-u0hu-emq1.

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The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.
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Bektaş, Çetin, and Rima Fayad. "Learning framework using social media networks." Global Journal of Information Technology: Emerging Technologies 7, no. 1 (June 27, 2017): 8–13. http://dx.doi.org/10.18844/gjit.v7i1.1933.

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Abstract Social media networks are being used heavily by people from different social, economic, and educational backgrounds all over the world. University, college, and high-school students constitute a main faction of social media network users. In this study, a framework for student learning using social media network environment is developed. The framework is founded in the self-determination theory (SDT). The self-determination theory is one of the important theories of motivation and personality. Its focus is geared towards both intrinsic and extrinsic motivation issues. It addresses three universal innate and psychological needs: competence, autonomy, and psychological relatedness. A person’s social environment necessitates caring for these three needs in order for the person to actualize their potential, function and grow optimally. In addition to creating the social environment that caters for students’ psychological needs, for a new framework of learning using social media to be successfully adopted by students it needs to address their cognitive, emotional and contextual interests. Towards this end, this study explores and founds the conceptual grounds of a social media learning framework. Keywords: Social media network, learning, self-determination theory, motivation, competence, autonomy, relatedness.
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Snelgrove, Ryan, and Laura Wood. "Cocreating Change Through Sport-Based Social Entrepreneurship." Sport Management Education Journal 15, no. 1 (April 1, 2021): 57–59. http://dx.doi.org/10.1123/smej.2020-0030.

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This article describes the design of an undergraduate course in which students learn how to cocreate change using social entrepreneurship. This approach is presented as a way of broadening sport management students’ awareness of nontraditional career opportunities and facilitating an understanding of the skills and knowledge necessary to succeed as a social entrepreneur. Drawing on situational learning theory and cognitive learning theory, the course facilitates learning through student engagement in a community of practice and weekly workshops.
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Adhikari, Chiranjivi, Avash Puri, Dipty Thapa, Rebishna Thapa, Sonam Magar, and Sunil GC. "Application of Social Cognitive Theory in Obesity Prevention: A Rapid Review." Journal of Health and Allied Sciences 7, no. 1 (November 21, 2019): 53–62. http://dx.doi.org/10.37107/jhas.23.

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Obesity, as a result of including the chronic positive energy balance, is associated with many chronic diseases. Prevalence of obesity is increasing worldwide, including in selected developing countries, from previous very low status. Association or causality of one or more constructs of social cognitive theory to prevent and control obesity is paramount for program interventions. We searched titles and abstracts using End Note Software and then approached original articles in databases of PubMed, Google Scholar and Health Inter-Network Access to Research Initiative (HINARI) in English language published between Jan 1, 2000 and Jan 10, 2015. The articles included only when one or more of the constructs of social cognitive theory viz. reciprocal determinism, behavioral capability, observational learning, reinforcements, expectations and self-efficacy were examined quantitatively with obesity or overweight. The data from the articles were then summarized and interpreted. Out of 90 accessed and reviewed full-text articles, 22 included in the review, mostly of which studies were conducted in developing countries. The review results showed that intervening the constructs of social cognitive theory was found effective in preventing obesities including childhood obesities. In studies where media campaign was added with social cognitive theory, logistic regression results demonstrated that behavior change was greater among women. Self-efficacy and social support are the important constructs of social cognitive/learning theory to be effective and associated in obesity prevention, others remaining modest. It is suggested that the constructs are integrated with media campaign and ecological components when intervened. Key words: Social, cognitive, obesity, overweight, behaviour, self-efficacy, physical.
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Brynjulf Hjertø, Kjell, Jan Merok Paulsen, and Saku Petteri Tihveräinen. "Social-cognitive outcomes of teachers’ engagement in learning communities." Journal of Educational Administration 52, no. 6 (August 26, 2014): 775–91. http://dx.doi.org/10.1108/jea-07-2013-0074.

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Purpose – The purpose of this paper is to seek to investigate Etienne Wenger's theory of social learning in a community of practice by modeling two simultaneous aspects of teachers’ collaborative learning: their engagement in close-knit internal groupings and engagement with colleagues that work externally to the core group. These two learning processes are related to two social-cognitive outcomes: teachers’ organizational commitment and their sense of impact. Design/methodology/approach – The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by using multiple regression and structural equation modeling. Findings – The results indicate that local engagement supports teachers’ organizational commitment. However, this form of collaborative learning behavior did not support their sense of impact. Moreover, external engagement with trusted colleagues supported sense of impact but not organizational commitment. Research limitations/implications – The study reinforces the importance of teachers’ engagement in communities of practice. Specifically, the results suggest two specific social-cognitive outcomes related to two different learning processes situated in teachers’ community of practice. It would be highly valuable to replicate this study in various multi-level settings. Practical implications – The study highlights teachers’ engagement in communities of practice as a source of their motivational basis and their commitment. Findings recommend school leaders to facilitate internal and external learning communities. Originality/value – The study provides empirical evidence regarding the partial relationships between teachers’ local and external learning engagement and the social-cognitive outcomes of these forms of learning behaviors.
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Erlich, Richard J., and Darlene F. Russ-Eft. "Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study." NACADA Journal 32, no. 2 (September 1, 2012): 68–84. http://dx.doi.org/10.12930/0271-9517-32.2.68.

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The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.
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Money, William H. "Applying Group Support Systems to Classroom Settings: A Social Cognitive Learning Theory Explanation." Journal of Management Information Systems 12, no. 3 (December 1995): 65–80. http://dx.doi.org/10.1080/07421222.1995.11518091.

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Sasai, Lalida. "Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 55–65. http://dx.doi.org/10.5901/jesr.2017.v7n2p55.

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AbstractThis study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates students′ use of online portfolios; the influence of online portfolios on students′ SRL skills and vice versa; and the three social cognitive learning theory factors of person, behaviour and environment and their effect on students′ SRL skills across the three phases of forethought, performance, and self-reflection within an online learning environment.
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Rahmatirad, Mahbobeh. "A Review of Socio-Cultural Theory." SIASAT 4, no. 3 (July 8, 2020): 23–31. http://dx.doi.org/10.33258/siasat.v4i3.66.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general. Socio-Cultural Theory, based on Vygotskian thought, is a theory about the development of human cognitive and higher mental function. The theory specially emphasizes the integration of social, cultural and biological elements in learning processes and stresses the socio-cultural circumstances’ central role in human’s cognitive development. The study aims to elaborate the impact of social-cultural theory in the leaning. The study also reviews implications and applications of socio-cultural theory in second language acquisition. Moreover, this study also critiques the strong points and weakness points of this theory. There are a number of language learning theories which are introduced by researchers in second language research. These theories are based on research and observation in the field of language learning. B. F Skinner’s theory of behaviorism, Chomsky’s theory of Universal Grammar, Krashen’s five Hypotheses, connectionism and Vygotsky’s socio-cultural theory have changed people’ mind of language learning.
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Rahmatirad, Mahbobeh. "A Review of Socio-Cultural Theory." SIASAT 5, no. 3 (July 8, 2020): 23–31. http://dx.doi.org/10.33258/siasat.v5i3.66.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general. Socio-Cultural Theory, based on Vygotskian thought, is a theory about the development of human cognitive and higher mental function. The theory specially emphasizes the integration of social, cultural and biological elements in learning processes and stresses the socio-cultural circumstances’ central role in human’s cognitive development. The study aims to elaborate the impact of social-cultural theory in the leaning. The study also reviews implications and applications of socio-cultural theory in second language acquisition. Moreover, this study also critiques the strong points and weakness points of this theory. There are a number of language learning theories which are introduced by researchers in second language research. These theories are based on research and observation in the field of language learning. B. F Skinner’s theory of behaviorism, Chomsky’s theory of Universal Grammar, Krashen’s five Hypotheses, connectionism and Vygotsky’s socio-cultural theory have changed people’ mind of language learning.
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Nurmahanani, Indah. "Social Cognitive Approach through Interactive Multimedia for Early Reading Learning." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (April 1, 2021): 32. http://dx.doi.org/10.30595/dinamika.v13i1.9301.

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This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.
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Kadar, Nur Khairiyah, Norah Md Noor, and Juhazren Junaidi. "Integrating Cognitive Load Theory in Video Based Learning Environment." Advanced Science Letters 21, no. 10 (October 1, 2015): 3106–9. http://dx.doi.org/10.1166/asl.2015.6471.

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Genova, Helen M., and Skye McDonald. "Social Cognition in Individuals with Progressive Multiple Sclerosis: A Pilot Study Using TASIT-S." Journal of the International Neuropsychological Society 26, no. 5 (January 17, 2020): 539–44. http://dx.doi.org/10.1017/s1355617719001371.

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AbstractObjective:Individuals with multiple sclerosis (MS) can have difficulty on tasks requiring social cognition, including Theory of Mind (ToM) and facial affect recognition. However, most research on social cognition in MS has focused on Relapsing–Remitting MS; less is known about deficits in individuals with progressive MS. This pilot study examined the social cognitive abilities of individuals with progressive MS on a dynamic social cognition task: The Awareness of Social Inference Test – Short Form (TASIT-S).Methods:Fifteen individuals with progressive MS and 17 healthy controls performed TASIT-S, which includes 3 subtests assessing facial affect recognition and ToM.Results:The MS group was impaired on all subtests of TASIT-S, including Emotion Evaluation, Social Inference – Minimal, and Social Inference – Enriched, which examine facial affect recognition and ToM. Deficits on TASIT-S were significantly correlated with several cognitive abilities including working memory, learning memory, and verbal IQ.Conclusions:Our findings suggest individuals with progressive MS were impaired across multiple social cognition domains as assessed by the TASIT-S. Furthermore, social cognitive abilities were related to cognitive abilities such as visuospatial memory and executive abilities. Results are discussed in terms of social cognition deficits in MS and how they relate to cognitive abilities.
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Proctor, K. Ryan, and Richard E. Niemeyer. "Retrofitting social learning theory with contemporary understandings of learning and memory derived from cognitive psychology and neuroscience." Journal of Criminal Justice 66 (January 2020): 101655. http://dx.doi.org/10.1016/j.jcrimjus.2019.101655.

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Kusumawati, Eny, and Diana Dewi Wahyuningsih. "The effectiveness of social cognitive career theory on career decision making." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 7, no. 2 (November 30, 2020): 107–16. http://dx.doi.org/10.24042/kons.v7i2.7214.

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Students with high academic anxiety can cause a decrease in motivation to learn. This kind of situation will harm the learning achievement achieved by students. The purpose of this study was to examine the influence of social cognitive career theory on improving student career decision making. This study used a randomized experimental pretest-posttest control group design. A total of 16 students of VHS Boyolali were the subjects in this study. Selection of subjects using purposive sampling technique which is based on the criteria of low career decision-making ability, obtained from the score of career decision making scale. The data analysis technique used was the Wilcoxon test. The results of statistical tests show that there is an effect of social cognitive career theory on increasing student career decision making. The findings of this study prove that the social cognitive career theory is effective in improving student career decision making at VHS Boyolali.
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Eriksson, K., M. Enquist, and S. Ghirlanda. "Critical points in current theory of conformist social learning." Journal of Evolutionary Psychology 5, no. 1 (March 2007): 67–87. http://dx.doi.org/10.1556/jep.2007.1009.

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Nagai, Yukie. "Predictive learning: its key role in early cognitive development." Philosophical Transactions of the Royal Society B: Biological Sciences 374, no. 1771 (March 11, 2019): 20180030. http://dx.doi.org/10.1098/rstb.2018.0030.

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What is a fundamental ability for cognitive development? Although many researchers have been addressing this question, no shared understanding has been acquired yet. We propose that predictive learning of sensorimotor signals plays a key role in early cognitive development. The human brain is known to represent sensorimotor signals in a predictive manner, i.e. it attempts to minimize prediction error between incoming sensory signals and top–down prediction. We extend this view and suggest that two mechanisms for minimizing prediction error lead to the development of cognitive abilities during early infancy. The first mechanism is to update an immature predictor. The predictor must be trained through sensorimotor experiences because it does not inherently have prediction ability. The second mechanism is to execute an action anticipated by the predictor. Interacting with other individuals often increases prediction error, which can be minimized by executing one's own action corresponding to others’ action. Our experiments using robotic systems replicated developmental dynamics observed in infants. The capabilities of self–other cognition and goal-directed action were acquired based on the first mechanism, whereas imitation and prosocial behaviours emerged based on the second mechanism. Our theory further provides a potential mechanism for autism spectrum condition. Atypical tolerance for prediction error is hypothesized to be a cause of perceptual and social difficulties. This article is part of the theme issue ‘From social brains to social robots: applying neurocognitive insights to human–robot interaction’.
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Wasowska, Aleksandra. "Social-cognitive antecedents of new venture internationalization." Baltic Journal of Management 14, no. 3 (July 1, 2019): 462–79. http://dx.doi.org/10.1108/bjm-09-2018-0325.

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Purpose The purpose of this paper is to investigate the social-cognitive antecedents of an entrepreneur’s internationalization intent and a firm’s behavior. Building on the insights of social-cognitive psychology, the author develops a conceptual model linking an entrepreneur’s positive orientation, self-efficacy beliefs, internationalization intent and actual behavior of the firm. Design/methodology/approach The author tests this model with a sample of 310 Polish firms (including 241 domestic and 69 international new ventures), drawing on data collected first in 2006 and then in 2007. Findings The author finds that self-efficacy mediates between positive orientation and internationalization intent, and that an entrepreneur’s internationalization intent predicts a firm’s behavior (i.e. foreign market entry). Moreover, firm age moderates the relationship between an entrepreneur’s positive orientation and internationalization propensity among new ventures. Research limitations/implications Overall, the findings demonstrate that social-cognitive theory is useful in predicting new venture internationalization. Practical implications Based on the findings, the author recommends that managerial education in international management combines the development of “formal” skills and cross-cultural competencies with experiential and vicarious learning. Originality/value The study combines insights from psychology and international business, thus responding to numerous calls for a more interdisciplinary and cognition-oriented focus on the international behavior of firms.
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Zhou, Quan, Chei Sian Lee, Sei-Ching Joanna Sin, Sijie Lin, Huijie Hu, and Muhammad Fahmi Firdaus Bin Ismail. "Understanding the use of YouTube as a learning resource: a social cognitive perspective." Aslib Journal of Information Management 72, no. 3 (March 31, 2020): 339–59. http://dx.doi.org/10.1108/ajim-10-2019-0290.

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PurposeDrawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.Design/methodology/approachThis study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.FindingsThe results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.Practical implicationsThe factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.Originality/valueThis study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.
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Williams, Christine M., and Linda M. Subich. "The gendered nature of career related learning experiences: A social cognitive career theory perspective." Journal of Vocational Behavior 69, no. 2 (October 2006): 262–75. http://dx.doi.org/10.1016/j.jvb.2006.02.007.

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Yanuardianto, Elga. "Teori Kognitif Sosial Albert Bandura (Studi Kritis Dalam Menjawab Problem Pembelajaran di Mi)." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (December 5, 2019): 94–111. http://dx.doi.org/10.36835/au.v1i2.235.

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Discussion on the theory of conditioning (behaviorism) which succeeded in the field of learning during the first half of the twentieth century. Beginning in the late 1950s and early 1960s these theories were questioned in many fields. The influence of these theories is decreasing, and currently the more prominent theoretical perspectives are cognitive perspectives. One of the major challenges to behaviorism comes from observational learning studies conducted by Albert Bandura and his colleagues. The most important finding of this research is that people can learn new actions just by watching others do it. The observer does not have to carry out these actions when he learns them. Strengthening is not necessary so learning can occur. These findings refute the central assumptions of conditioning theories. Social cognitive theories that highlight the idea that most human learning takes place in a social environment. By observing others, people acquire knowledge, rules, skills, strategies, beliefs and attitudes. In learning in social cognitive MI, it is important to apply considering that children of this age do a lot of learning from observing the surrounding environment, both observing teachers, parents, and the community as a model, so it is important to create a good environment in learning MI age.Keywords: Social Cognitive Theory, Learning
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Cheung, Chau-kiu, and Cheung-ming Chan. "LEARNING TO WORK SAFELY WITH REFERENCE TO A SOCIAL-COGNITIVE MODEL." Social Behavior and Personality: an international journal 28, no. 3 (January 1, 2000): 293–308. http://dx.doi.org/10.2224/sbp.2000.28.3.293.

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Issues concerning the effectiveness of promotional activities for working people's occupational safety and health are the focus of the present study. Data were collected from a random sample of 668 working people in Hong Kong by the telephone survey method. The study relies on a framework of social cognitive theory, which posits mediational roles of beliefs concerning one's self-efficacy, the collective efficacy of the promotional organization, and the efficacy of behavior for occupational safety and health. It involves a causal model incorporating exposure, learning, efficacy beliefs, actual and intended behavior, work accident, occupation and other background characteristics, and prior scores of self-efficacy, behavior, and accident. Analysis of the causal model reveals the significant contribution of promotional activities, through the social learning process of exposure, learning, and development of efficacy beliefs, to behavioral change. That is, the total effects of exposure and learning on behavioral outcomes and their mediators were significant. Moreover, working people in industries targeted for promotion demonstrated higher levels of behavior and efficacy beliefs than those in non-targeted industries.
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Wang, Xinyue. "Optimization of Flipped Classroom Teaching Model Based on Social Cognitive Network." Complexity 2021 (May 18, 2021): 1–12. http://dx.doi.org/10.1155/2021/4313188.

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This article evaluates learners’ thinking in the complex environment of teaching level and cognitive construct process and examines learners within the framework of cognitive factors, as well as the degree of consistency in the training process, in the social practice as the teaching of teachers and students to provide timely and dynamic feedback, first of all to “evidence centered” education evaluation of design patterns and cognitive framework theory as the theoretical basis. An evaluation model based on learners’ cognitive network analysis is designed and constructed by integrating cognitive visualization analysis techniques such as network analysis. Secondly, at the beginning of action research, the teaching framework structure sequence is established under the guidance of the implementation model of flipped classroom, and the investigation results of the current situation are designed under the guidance of operational steps and organizational strategies, and categories and autonomous learning theories are divided, so as to preliminarily construct strategies to improve the ability of autonomous learning. Then through three rounds of iterative action research to improve the flip classroom teaching middle school students’ autonomous learning ability of teaching strategy, the interview method is used; the questionnaire and autonomous learning process to improve the students’ autonomous learning ability training effect evaluation questionnaire is analyzed, and finally a complete set of reverse ascending of classroom teaching is formed to improve students’ autonomous learning ability of effective classroom strategies.
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Yang, Xinyi, and Stephen Jia Wang. "To Develop and Evaluate Children’s Cognitive Development through An AR-Playful-Learning Approach." KnE Engineering 2, no. 2 (February 9, 2017): 211. http://dx.doi.org/10.18502/keg.v2i2.617.

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<div><p>Augmented Reality (AR) technology have been recognised as an effective experience enhancer with a broad application range. It is challenging to explore such potentials in the area of learning and teaching by utilising AR features in behavioural stimulation and monitoring. In this study, the author aims at exploit AR technology to institute a system for cognitive development. The principle goal of such playful learning system is to improve the overall ability of toddlers to function in social environments through cognition forming and behavioural redirecting. This paper introduces an interactive training game that assists children between two and seven years old to develop their cognitive model through intuitive theory-based educational AR gamification. A pilot study implements Montessori training theory is described in this paper.</p></div>
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