Relevant bibliographies by topics / Social cognitive theory (SCT)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social cognitive theory (SCT)'

Author: Grafiati
Published: 11 December 2022
Last updated: 23 May 2024

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Journal articles on the topic "Social cognitive theory (SCT)"

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Hivner, Elizabeth A., Alicia M. Hoke, Erica B. Francis, Erik B. Lehman, Grace W. Hwang, and Jennifer L. Kraschnewski. "Training teachers to implement physical activity: Applying social cognitive theory." Health Education Journal 78, no. 4 (January 10, 2019): 464–75. http://dx.doi.org/10.1177/0017896918820558.

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Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers ( n = 41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes. Results: Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge ( p < .01 and p < .01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using). Conclusion: The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation.
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Keegan, John, Nicole Ditchman, Alo Dutta, Chung-Yi Chiu, Veronica Muller, Fong Chan, and Madan Kundu. "Social Cognitive and Planned Behavior Variables Associated With Stages of Change for Physical Activity in Spinal Cord Injury: A Multivariate Analysis." Rehabilitation Research, Policy, and Education 30, no. 1 (2016): 89–106. http://dx.doi.org/10.1891/2168-6653.30.1.89.

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Purpose:To apply the constructs of social cognitive theory (SCT) and the theory of planned behavior (TPB) to understand the stages of change (SOC) for physical activities among individuals with a spinal cord injury (SCI).Method:Ex post facto design using multivariate analysis of variance (MANOVA). The participants were 144 individuals with SCI who completed an online SCT, TPB, and SOC for physical activities survey.Results:Participants in the preintender, intender, and actor groups differed significantly in functional disability, secondary health conditions, exercise self-efficacy, perceived benefits and barriers, intention, and physical health.Conclusion:Findings support the concept of stage-matching exercise and physical activity cognitive behavioral interventions for people with SCI.
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Gordillo, Paola, and Melissa Pflugh Prescott. "Assessing the Use of Social Cognitive Theory Components in Cooking and Food Skills Interventions." Nutrients 15, no. 5 (March 4, 2023): 1287. http://dx.doi.org/10.3390/nu15051287.

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Increased cooking skill development may reduce the risk of disease and promote healthy eating behaviors in the home. The social cognitive theory (SCT) is one of the most common theories used in cooking and food skill interventions. This narrative review aims to understand how commonly each SCT component is implemented in cooking interventions, as well as identifying which components are associated with positive outcomes. The literature review was conducted using three databases: PubMed, Web of Science (FSTA and CAB), and CINHAL, yielding thirteen included research articles. None of the studies in this review comprehensively included all SCT components; at most, five of the seven were defined. The most prevalent SCT components were behavioral capability, self-efficacy, and observational learning, and the least implemented component was expectations. All studies included in this review yielded positive outcomes for cooking self-efficacy and frequency, except for two studies with null outcomes. Findings from this review suggest that the SCT may not be fully realized, and future studies should continue to define how theory influences intervention design for adult cooking interventions.
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Webber-Ritchey, Kashica J., Ruth E. Taylor-Piliae, and Lois J. Loescher. "Physical Activity in Parents of Young African American Children: The Application of Social Cognitive Theory." Research and Theory for Nursing Practice 32, no. 1 (April 2018): 63–81. http://dx.doi.org/10.1891/1541-6577.32.1.63.

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Background:Social cognitive theory (SCT) proposes that personal and environmental factors influence behavior bidirectionally. Research examining the personal and environmental factors of physical activity (PA) among African Americans (AAs) framed by SCT is scarce.Purpose:The purpose of this article is to enhance knowledge of SCT as a foundation for health promotion and PA research, in general, and among AAs. Findings from a previous study provide exemplars for key factors and relationships in SCT.Implications for Research and Practice:The SCT serves as a good framework for researchers studying health promotion and PA in generalamong AA parents.
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Alexander, Dayna S., Chunhua Cao, and Moya L. Alfonso. "Examining Whether the Social Cognitive Theory Concepts Predict Childhood Obesity Prevention Outcome Expectations." International Quarterly of Community Health Education 41, no. 2 (April 1, 2020): 143–51. http://dx.doi.org/10.1177/0272684x20915383.

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The social cognitive theory (SCT) has been used to explain and promote childhood obesity prevention behaviors. We examined whether the SCT concepts predicted outcome expectations of childhood obesity among the children of African American caregivers. Caregivers ( n = 128) completed the childhood obesity perceptions paper-based survey. A multiple linear regression was conducted to determine the direct effects of moral disengagement, environment, self-efficacy, and behavioral capability on outcome expectations ( p < .05). A mediation analysis using a bootstrapping bias correction method was used to test whether self-efficacy and behavioral capability mediated the effect of moral disengagement and environment on outcome expectations. Caregivers reported high levels of moral disengagement ( M = 4.13; standard deviation [ SD] = 0.70) and self-efficacy ( M = 4.26; SD = 0.64) and moderate levels of behavioral capability ( M = 2.83; SD = 0.75) and environment ( M = 2.92; SD = 0.74). Findings indicated the hypothesized relationships in the SCT were not fully supported. In addition, the indirect effects of environment on outcome expectations were not statistically significantly mediated by behavioral capability. This research warrants more attention in testing the SCT concepts for the development of childhood obesity prevention efforts that prioritize African American families in rural communities.
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Seraji, Maryam, Maryam Zahmatkeshan, Victoria Momen Abadi, and Elham Nejadsadeghi. "Validation of a social-cognitive theory-based tool for measuring factors influencing obesity prevention behaviors in 4-6 years old children using confirmatory factor analysis (CFA)." Pakistan Journal of Medical and Health Sciences 15, no. 6 (June 30, 2021): 2025–30. http://dx.doi.org/10.53350/pjmhs211562025.

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Background: Child obesity is one of the main health problems all across the world, which leads to mental and physical health problems. Various models are used in designing intervention to prevent child obesity, one of which is social-cognitive theory (SCT). The constructs of social-cognitive theory are commonly used for designing preventive interventions. However, there is no specific tool based on the constructs of social-cognitive theory to assess the factors associated with child obesity. Aim: The aim of this study was to investigate the validity and confirmatory factor analysis of a SCT-based questionnaire for assessing obesity preventing behaviors among 4-6 years old children. Method: A cross-sectional study was first conducted in 2016 on 240 preschool children aged 4-6 years in Behbahan city (a city in southwest Iran) to assess the obesity prevention behaviors among them using a SCT-based questionnaire. To investigate the validity and confirmatory factor analysis of the SCT-based questionnaire, content and face validity as well as forward-backward translation method were used. Reliability of the questionnaire was also measured by Cronbach’s alpha coefficient and Intra-class Correlation Coefficient (ICC). Construct validity was assured by confirmatory factor analysis. To measure the obesity prevention behaviors in 4-6 years old children, the construct of SCT, including environment, emotional coping, outcome expectations, goal setting and self-efficacy were used. Also, the obesity prevention behaviors used in the model included physical activity, consumption of fruit and vegetable, consumption of sugar-free drinks, and screen. Results: Results of this study confirmed the acceptable content and face validity of the SCT-based questionnaire. The results of confirmatory factor analysis also confirmed the factor loading of more than 0.3 for all variables; therefore, the SCT-based questionnaire had an acceptable validity and reliability. Conclusions: Since the SCT-based questionnaire had an acceptable validity and reliability, it can be used to assess the obesity prevention behaviors in 4-6 year old children, and also to design relevant educational interventions. Keywords: Validation, Social-Cognitive Theory, Behavior, Childhood obesity, Preschool, Prevention
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Umstattd, M. Renée, and Jeffrey Hallam. "Older Adults’ Exercise Behavior: Roles of Selected Constructs of Social-Cognitive Theory." Journal of Aging and Physical Activity 15, no. 2 (April 2007): 206–18. http://dx.doi.org/10.1123/japa.15.2.206.

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Exercise is consistently related to physical and psychological health benefits in older adults. Bandura’s social-cognitive theory (SCT) is one theoretical perspective on understanding and predicting exercise behavior. Thus, the authors examined whether three SCT variables—self-efficacy, self-regulation, and outcome-expectancy value—predicted older adults’ (N= 98) exercise behavior. Bivariate analyses revealed that regular exercise was associated with being male, White, and married; having higher income, education, and self-efficacy; using self-regulation skills; and having favorable outcome-expectancy values (p< .05). In a simultaneous multivariate model, however, self-regulation (p= .0097) was the only variable independently associated with regular exercise. Thus, exercise interventions targeting older adults should include components aimed at increasing the use of self-regulation strategies.
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Bechi, M., M. Bosia, M. Spangaro, M. Buonocore, F. Cocchi, A. Pigoni, M. Piantanida, et al. "Combined social cognitive and neurocognitive rehabilitation strategies in schizophrenia: neuropsychological and psychopathological influences on Theory of Mind improvement." Psychological Medicine 45, no. 15 (June 11, 2015): 3147–57. http://dx.doi.org/10.1017/s0033291715001129.

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BackgroundNeurocognitive and social cognitive impairments represent important treatment targets in schizophrenia, as they are significant predictors of functional outcome. Different rehabilitative interventions have recently been developed, addressing both cognitive and psychosocial domains. Although promising, results are still heterogeneous and predictors of treatment outcome are not yet identified. In this study we evaluated the efficacy of two newly developed social cognitive interventions, respectively based on the use of videotaped material and comic strips, combined with domain-specific Cognitive Remediation Therapy (CRT). We also analysed possible predictors of training outcome, including basal neurocognitive performance, the degree of cognitive improvement after CRT and psychopathological variables.MethodSeventy-five patients with schizophrenia treated with CRT, were randomly assigned to: social cognitive training (SCT) group, Theory of Mind Intervention (ToMI) group, and active control group (ACG).ResultsANOVAs showed that SCT and ToMI groups improved significantly in ToM measures, whereas the ACG did not. We reported no influences of neuropsychological measures and improvement after CRT on changes in ToM. Both paranoid and non-paranoid subjects improved significantly after ToMI and SCT, without differences between groups, despite the better performance in basal ToM found among paranoid patients. In the ACG only non-paranoid patients showed an improvement in non-verbal ToM.ConclusionResults showed that both ToMI and SCT are effective in improving ToM in schizophrenia with no influence of neuropsychological domains. Our data also suggest that paranoid symptoms may discriminate between different types of ToM difficulties in schizophrenia.
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AlSaeed, Aseel Ali, and Unaib Rabbani. "Explaining COVID-19 Vaccine Rejection Using Social Cognitive Theory in Qassim, Saudi Arabia." Vaccines 9, no. 11 (November 9, 2021): 1304. http://dx.doi.org/10.3390/vaccines9111304.

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Acceptance of COVID-19 vaccines needs a health promotion approach to address various social, environmental and personal factors leading to vaccine hesitancy. We assessed the vaccine hesitancy rate and applied social cognitive theory (SCT) to understand COVID-19 vaccine rejection in Qassim, Saudi Arabia. A cross-sectional study was conducted among visitors of 10 randomly selected primary health care centers in Buraidah, Saudi Arabia. Data was collected by a self-administrated questionnaire. The variables were grouped into six constructs of SCT. Logistic regression was used to assess the predictors of vaccine rejection. Out of 486 participants included in the study, 30.5% rejected the vaccine. The most common reason for vaccine rejection was uncertainty about the vaccine’s effectiveness (78%). Among various constructs of SCT, reciprocal determinism (nationality, income and suffering from COVID-19 infection), behavioral capability (knowledge about vaccine safety), self-efficacy (registered for vaccine), and observational learning (getting the vaccine after friends and family members) were significant predictors. Expectation and reinforcement constructs did not show significant association. There was high vaccine rejection in Qassim, KSA. This calls for further improving the mass education strategies. Social cognitive theory can be used to predict vaccine rejection and to develop strategies to increase the utilization of COVID-19 vaccines in Saudi Arabia.
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Uszynski, Marcin Kacper, Blathin Casey, Sara Hayes, Stephen Gallagher, Helen Purtill, Robert W. Motl, and Susan Coote. "Social Cognitive Theory Correlates of Physical Activity in Inactive Adults with Multiple Sclerosis." International Journal of MS Care 20, no. 3 (May 1, 2018): 129–35. http://dx.doi.org/10.7224/1537-2073.2016-111.

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Background: There is a growing body of evidence that physical activity (PA) improves symptoms of multiple sclerosis (MS). Despite the benefits of PA, people with MS are relatively inactive compared with their healthy counterparts. This study investigated associations between social cognitive theory (SCT) constructs and energy expenditure (EE) as an objective measure of PA in a sample of inactive people with MS. Methods: Participants (n = 65) completed several questionnaires and were assessed using standardized outcome measures as part of a cross-sectional analysis of baseline data from a randomized controlled trial (Step it Up). Results: The bivariate correlation analysis indicated that of all SCT constructs, only exercise self-efficacy was significantly correlated with EE (r = 0.297, P = .022). Multiple linear regression analysis found that exercise self-efficacy independently explained 9% of the variance in EE (R2 = 0.088). A model including exercise self-efficacy, exercise goal setting, exercise planning, and exercise benefits explained 17% of the variance in EE (F4,54 = 2.741, P = .038, R2 = 0.169). In this model, only exercise self-efficacy was significantly associated with EE scores (Exercise Self-Efficacy Scale β = .320, P = .016). Conclusions: The constructs of SCT explained little of the variance of objectively measured PA in a sample of inactive people with MS who volunteered for an exercise trial. The only significant variable was exercise self-efficacy, which confirms the importance of enhancing it through PA interventions.
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Dissertations / Theses on the topic "Social cognitive theory (SCT)"

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Dommers, Eric. "Social cognitive theory and type ii diabetes education: A case study." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36681/1/36681_Digitised%20Thesis.pdf.

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Type II diabetes is one of Australia's six national health priority areas, and typically afflicts overweight adults who are over forty years of age. Although type II diabetes can be controlled through lifestyle modifications such as diet and exercise, many diabetic patients find these changes difficult to make, and to sustain. Even when patients attend diabetes education programs which include medical information and skills training designed to facilitate changes in patient self-management behaviour, many fail to improve or control their condition. Although the research literature has identified that health education programs which are based on Social Cognitive Theory (Bandura, 1997; 1986), and which are designed to increase participants' self-efficacy and outcome expectations, can produce changes in self-management behaviour - the research outcomes for group diabetes education programs (DEPs) have nonetheless yielded inconsistent results. While there are numerous factors which have the potential to influence the educational process, this study explored the impact of a group diabetes education program based on Social Cognitive Theory on the cognitive processes (psycho-social skills) which are believed to support self-efficacy and outcome expectations. Using a case study design, data was collected through structured interviews and surveys from participants in a group diabetes education program conducted in Brisbane. The broad findings of the current study were that: 1. outcome expectation beliefs changed substantially for most participants (as anticipated by the study), although the extent of biomedical knowledge acquisition was highly variable across the group. 2. cognitive change with respect to the knowledge of psycho-social processes was highly variable, with some participants manifesting no real change. This finding was (only) in partial correspondence with the anticipated changes. 3. several factors appeared to have impacted significantly on the DEP outcomes. These factors included: the level of diabetes educator skill and self confidence; the DEP participants' existing belief systems and cognitive flexibility with respect to psycho-social theories about motivation and confidence; the impact of group dynamics on 'learning to live' with diabetes; and contingent health issues influencing learning and learning transfer.
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Al-Muallem, Amani. "Research supervision: faculty perspectives." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/18927.

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Background: Research supervision is an increasingly important professional role of faculty members. There is now a growing body of research that explores factors which underpin good supervisory practice. Despite the progress in this area, there is scarcity of existing literature about the readiness of academic faculty who are involved in both undergraduate and postgraduate research supervision. One of the main obstacles in not being able to understand these issues is the lack of appropriate tools to measure research supervision skills. The aim of this thesis is to develop a valid and reliable scale to explore research supervision practices among health science faculty members, identify factors affecting the supervisory process and assess research supervisor’s readiness/preparedness towards guiding students’ research projects. Methods: A stepwise mixed methods study was carried out to develop and validate an instrument, the Research Supervision and Academic Readiness Scale (RSARS) that explored research supervision and academic readiness among health sciences faculty. The first stage (stage I) involved expert’s opinions, a focus group and a Delphi technique which generated appropriate items that were deemed necessary to be included in the instrument. The scale was piloted to identify the main dimensions/domains which included administrative and personal skills and interpersonal factors while looking for the internal consistency and the strengths of individual items. In stage II, a follow up in-depth qualitative study of the research supervisors’ experiences and practices was conducted with 18 participants from two universities to explore factors that influence academic supervision and to further refine the RSARS. Finally (stage III) was carried out to test the instrument in two different academic institutions representing two different contexts: King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS) and the University of Sydney (Sydney). To identify the underlying relationships between the items under each domain, Cronbach’s alpha were calculated and Exploratory Factor Analysis (EFA) performed to evaluate items step by step and 15 items were finally retained for the main study. Results: In stage I, the experts’ opinions highlighted the different questionnaire sections and domains. Findings from analysis of the focus group confirmed these domains and helped in refinement and additional items. The Delphi rounds helped in further items refinement and modification. Two rounds were considered adequate and all developed items were approved by 75% of the expert panel in agreement. The developed scale at this stage consisted of a total of thirty-eight items and Cronbach alpha of 0.98 showed item redundancy indicating the need for further review. In stage II (semi-structured interviews), the results were summarized into five main emergent themes, including institutional factors, supervisor/student interaction, professional development opportunities, motivational factors and challenges faced by supervisors. These issues are related to supervisors, students and their contexts. There was consensus among all participants regarding their motivation, challenges, and personal concerns when supervising research students. Rewards, recognition and time management were important factors expressed by the majority of the participants. Students’ personal characteristics such as enthusiasm, professional level and progress were of importance to the research supervision process. Contextual factors included clear institutional rules and regulations of supervision, valuing and recognition of supervisors, which were essential to majority of the supervisors. However, some structural differences were observed between the KSAU-HS and Sydney research supervisors. The majority of Sydney University participants had reservations about being co-supervisors rather than primary supervisors compared to KSAU-HS. In stage III, the RSARS was further developed and completed by a total of 235 participants as part of a survey including participant characteristics. There were 112/235 (47.7%) from KSAU-HS and 123/235 (52.3%) from the University of Sydney in the sample. The majority of KSAU-HS participants were males (p-value of 0.002); of younger age group (p-value of < 0.001), and had less teaching and supervision experience with a p-value of < 0.05 than their counterparts at Sydney. There was a highly significant difference between the two groups in the areas of initiating new studies or number of published papers with p-values of < 0.001. However, there were no significant differences between the two study areas with regard to the number of research students supervised (p-value < 0.36) or the number of times they were the primary supervisor (p-value of < 0.18). Also, there was variability in the supervisors’ personal skills and professionalism scores between the two study sites. Despite those differences, all study participants were in agreement with the need for more institutional support while also encouraging faculty enhancement activities for better supervision outcome. Conclusions: This study developed and validated a tool to assess the needs and readiness of research supervisors for individual assessments and faculty development interventions. The finding reports a range of validity evidence to support the use of the Research Supervision and Academic Readiness Scale (RSARA). This study highlighted that research supervision is influenced by multiple factors that need to be recognized and implemented for improving research supervisory skills. It is envisaged that this will have important implications for research supervisors' professional development. Future research is needed to further explore these factors from the perspective of supervisees as well as other relevant stakeholders.
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Preston, Heather Ann. "SMART Start! Examining the Relationship Between Social Cognitive Theory Variables and Physical Activity in a Worksite Walking Program." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343421761.

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Sjöstrand, Elisabet, and Moa Ojanen. "“Om du kämpar, du får resultat. Om du sover, du också får resultat, men resultat är skillnad.” : En kvalitativ studie om flyktingars etablering på arbetsmarknaden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183225.

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Denna studie undersöker nyanlända flyktingars väg till arbete i Sverige och vad som bidragit till en snabb etablering på arbetsmarknaden. Genom åtta kvalitativa intervjuer samlades empirin in. Datainsamlingen analyserades utifrån Social cognitive career theory av Lent, Brown & Hackett, som belyser individernas karriärprocesser och vad som påverkar och driver dessa. Studiens viktigaste resultat är att nyanlända flyktingars etablering på arbetsmarknaden påverkas positivt av interna resurser, inställningar och förhållningssätt, som uthållighet, anpassningsförmåga och en kämpar-anda. Vidare visar resultatet att individer agerar utifrån egna målsättningar, som har bäring på karriärmål och mål för livsvillkor. Ytterligare resultat visar att externt stöd, som praktikplatser, och mellanmänskligt stöd, som sociala nätverk, främjar etableringsprocessen på arbetsmarknaden.
This study examines newly arrived refugees' way to work in Sweden and what has contributed to a rapid establishment in the labor market. Through eight qualitative interviews, the empiricism was collected. The data collection was analyzed based on Social cognitive career theory by Lent, Brown & Hackett, which illustrates the individual's career processes and what influences and drives the process. The study's most important result is that newly arrived refugees' establishment in the labor market is positively affected by internal resources, attitudes and approaches, such as endurance, adaptability and a fighting spirit. Furthermore, the results show that individuals act on the basis of their own goals, which have bearing on career goals and goals for living conditions. Further results show that external support, such as internships, and interpersonal support, such as social networking, promote the establishment process in the labor market.
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Garrett, Krista L. "Social Cognitive Career Theory, Academic Choice Behavior, and Academic Performance in African American College Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804833/.

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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.
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Majedi, Armin. "Consumer Adoption of Personal Health Records." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31232.

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Health information technology (HIT) aims to improve healthcare services by means of technological tools. Patient centered technologies such as personal health records are relatively new HIT tools that enable individuals to get involved in their health management activities. These tools enable the transformation of health consumer behavior from one of passive health information consumers to that of active managers of their health information. This new role is more interactive and engaged, and with such tools, patients can better navigate their lives, and exercise more control over their treatments, hence potentially also leading to improvement in the quality of health services. Despite the benefits of using personal health record systems for health consumers, the adoption rate of these systems remains low. Many free and paid services have not received the uptake that had been anticipated when these services were first introduced. This study investigates some factors that affect the adoption of these systems, and may shed light on some potential reasons for low adoption rates. In developing the theoretical model of this study, social cognitive theory (SCT) and technology acceptance model (TAM) were utilized. The theoretical model was validated through a quantitative survey-based methodology, and the results were derived using structural equation modeling techniques. The key findings of this study highlight the role of individual and environmental factors as determinants of end-user behavior in the adoption of personal health records. The results show that in addition to perceptions of usefulness and ease of use, factors such as social norms and technology awareness are also significantly associated with various factors that directly and indirectly affect intention to use PHRs Based on the results obtained in this study, recommendations are offered for technology providers, and possible directions are proposed for academic researchers.
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Childs, Jonique R. "First-generation college students of color attending PWIs in the Midwest relationship among help-seeking behaviors for racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties: using social cognitive career theory (SCCT)." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6394.

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The literature on the career development of First-Generation College Students of Color (FGCSC) lacks a focus on the career decision-making difficulties consequently from racial microaggressions, academic self-efficacy, academic stress, and mental well-being at PWIs. Furthermore, there is a lack of empirical studies related to FGCSC help-seeking behaviors for racial microaggressions and the utilization of university counseling and career services on these campuses. The following research questions guided this study: a) What is the relationship between help-seeking attitudes and behaviors and racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties among first-generation college students of Color (FGCSC) attending PWIs? b) Can the help-seeking behaviors of (FGCSC) attending PWIs be predicted by age, gender, ethnicity, racial microaggressions, academic self-efficacy and stress, mental well-being, and career decision-making difficulties? FGCSC present distinct personal, social, emotional, academic, and cultural needs. The growth in racial microaggressions and racial insults manifested within PWIs requires an examination into how services are tailored within university counseling and career advising centers to meet these needs. Racial microaggressions can result in stress that negatively influences both mental well-being and career decision making. Thus, career and personal counseling services provided on college campuses should be able to help students combat and cope with these stressors. In addition, these services should provide culturally-informed counseling interventions to help FGCSC determine how skills, values, and interests align with a future job that fits their personality and cultural background. A need for more literature that examines the relationship between these variables will assist university counselors and career centers within predominantly White institutions with interventions for this special group of students. The stressors related to racial microaggressions may result in career decision-making difficulties that contribute to low self-efficacy that increase low retention rates and lack of matriculation. A better understanding of the relationships between racial microaggressions, mental well-being and career decision making can result in the tailoring of counseling and advising services on PWIs. Practitioners employed in counseling centers, advising offices, and career services must have a working knowledge of FGCSC experiences with racial microaggressions at the societal, institutional, interpersonal, and individual levels to deliver effective services.
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Barron, Marquita. "Senior-Level African American Women, Underrepresentation, and Career Decision-Making." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6305.

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In 2015, 0.2% of African American women were in chief executive officer (CEO) roles and 1.2% were in executive or senior-level roles within a 500 Standard & Poor's (S&P) organization. African American women's lived experiences are underutilized by organizational and human resources (HR) leaders in the development and implementation of recruitment, talent development, diversity and inclusion, and succession planning strategies. The purpose of this qualitative phenomenological study was to understand lived experiences regarding career advancement decision-making strategies for senior-level African American women. The conceptual framework used was social cognitive career theory (SCCT), which addresses the 'what' and 'how' of career development and behaviors across one's life span. The central research questions were about participants' decisions-making strategies used to attain senior-level management positions and how the facets of SCCT impacted their decision-making processes. Snowball sampling was the purposeful strategy used for recruiting 12 African American women who serve/served in a senior-level position within an organization. The data collections sources included interviews and field notes. By deductive and inductive coding, the main themes uncovered were leadership, family, education, authenticity, and faith. The results of this study may benefit organizational and HR leaders as they consider improvement opportunities for their recruitment, talent management, diversity and inclusion policies and programs, and succession planning strategies, inclusive of internal and college recruitment, involvement in community youth initiatives, and strategic alignment of high-level, internal organizational stakeholders.
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Coetzee, Sonja. "Sustaining teacher career resilience in a resource-constrained rural education setting : a retrospective study." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40230.

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The purpose of this study was to gain an in-depth understanding of whether or not, and how teachers in a resource-constrained rural school sustain their motivation in and commitment to teaching over a life-span. The Social Cognitive Career Theory was chosen as theoretical framework because it recognises the importance that factors in the environment play when the career paths of individuals unfold. A conceptual framework for ‘teacher career resilience’ was developed by merging current thinking on resilience, teacher resilience and career resilience. The life-history design was framed methodologically as biographical research with participatory principles. Teacher participants (n=5, 3=female and 2=male) were selected according to purposive sampling. Data were generated through participatory interview-conversations, which were audio-recorded and transcribed verbatim, as well as memory books, joint photograph-taking and field notes in a researcher diary. Five themes emerged from the guided phenomenological analysis process (Hycner, 1985) and narrative comparison. First, this study exposes illiteracy of learners’ parents, demotivated learners, and a negative national teacher fraternity as sources of adversity not previously noted as significant for teachers in rural settings. Second, rural teachers in this study drew strength from their own life experiences of adversity (being from rural areas themselves); and they relied on their own agency in problem solving. Third, in addition participating rural teachers make use of encouraging memories of their own teachers from childhood and partake in informal professional development activities such as collaborative peer discussions rather than mentoring to grow professionally. Fourth, participating teachers in rural resource-constrained South Africa thus use similar internal protective resources (problem solving, strategizing, cognitive restructuring and emotional regulation) in their adaptive coping repertoire to those of other teachers globally. Fifth, teachers did not enter the teaching profession in the same way as has been documented elsewhere; but entered the teaching profession as a result of socio-political and financial influences, chance happenings and the influence of significant teachers in their past. Teachers seem to balance their use of protective resources between internal and external resources in their current practice. Over time, however they draw more on internal protective resources. Teachers conceptualised their teacher career resilience on a continuum: persevering through adversity, both as young children, and as growing professionals. They use their self-efficacy beliefs, embedded in an adversity drenched past, to manage, overcome and cope despite current chronic adversity. Teachers’ overt behavior in adaptive coping processes was dependent on the interrelatedness between their attributes (especially internal protective resources), the environment (chronic adversity) and the continuous loop of influence (appraisal) between these three factors. Teachers became skilled in resilience processes because of the chronic adversity they face. Teachers’ self-efficacy beliefs about their adaptive coping extended beyond what they themselves can achieve to what their efforts in teaching may mean to model hope to learners, as their teachers modelled to them, fostering a certain altruistic career anchor.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
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Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.

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Books on the topic "Social cognitive theory (SCT)"

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Schmidt, Gordon B., and Barbara A. Ritter. Social Cognitive Theory. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2023. http://dx.doi.org/10.4135/9781071923672.

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Heider, Fritz. Balance theory. München-Weinheim: Psychologie Verlags Union, 1988.

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

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Minati, Gianfranco. Emergence in Complex, Cognitive, Social, and Biological Systems. Boston, MA: Springer US, 2002.

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Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Diederick, Raven, Vucht Tijssen Lieteke van, and Wolf Jan de, eds. Cognitive relativism and social science. New Brunswick, N.J: Transaction Publishers, 1992.

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Potter, W. James. Theory of media literacy: A cognitive approach. Thousand Oaks, Calif: SAGE Publications, 2004.

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Robert, Joule, ed. A radical dissonance theory. London: Taylor & Francis, 1996.

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1931-, Mills Judson, and Harmon-Jones Eddie, eds. Cognitive dissonance: Progress on a pivotal theory in social psychology. Washington, DC: American Psychological Association, 1999.

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Liaisons: Philosophy meets the cognitive and social sciences. Cambridge, Mass: MIT Press, 1992.

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Book chapters on the topic "Social cognitive theory (SCT)"

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E, Keren-Happuch Fan Fen, and Moon-Ho Ringo Ho. "Examining the Influence of Individual, Social Cognitive and Environmental Factors on Students’ Entrepreneurial Intentions: Application of the Social Cognitive Career Theory (SCCT) Framework Within a Multidimensional Career Space." In Entrepreneurship–Professionalism–Leadership, 295–324. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3121-7_15.

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Krcmar, Marina. "Social Cognitive Theory." In Media Effects, 100–114. Fourth edition. | New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429491146-7.

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Schunk, Dale H. "Social cognitive theory." In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues., 101–23. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13273-005.

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Decan, Shen, and Zhang Kan. "Social Cognitive Theory." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_826-1.

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Payne, Malcolm. "Cognitive Models." In Modern Social Work Theory, 184–200. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21161-6_9.

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Payne, Malcolm. "Cognitive-behavioural Theories." In Modern Social Work Theory, 114–36. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14284-2_5.

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Payne, Malcolm. "Cognitive-behavioural practice." In Modern Social Work Theory, 150–83. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_6.

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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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Newman, Barbara M., and Philip R. Newman. "Cognitive Social-historical Theory." In Theories of Human Development, 413–56. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003014980-13.

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Conference papers on the topic "Social cognitive theory (SCT)"

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Isaac, Siara, and Joelyn de Lima. "Effect of a practice-intensive course on doctoral teaching assistants' teaching self-efficacy and priorities." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1148.

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Doctoral teaching assistants (TAs) provide key support for learning in STEM fields because they are present during exercises, labs and projects when students are actively engaging with course material. While some institutions provide training for TAs, their effect on teaching activities is rarely assessed. We use the lens of Social Cognitive Theory (SCT) to analyse data on the pre and post course teaching priorities of 20 doctoral TAs who followed a 5 day practice-intensive course on STEM HE. Course time was split between instructors modelling interactive teaching strategies to engage TAs in a data-driven reevaluation of their beliefs about teaching and having each TA teach a lesson everyday using a structured feedback loop to promote reflection. TAs reported self efficacy gains for designing instruction, addressing disruptive behaviour and managing student attention spans after the course. Their priorities also appear to shift away from ‘teaching’ and towards ‘learning’. TAs’ affective reactions and utility judgements after the course indicated that they thought the course was useful and they intended to use the strategies that they had learnt. This practice and reflection intensive course model, able to accommodate up to 40 TAs, is relevant for institutions seeking to improve the quality of undergraduate education or doctoral candidates' preparation for academic roles.
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Zakiyah, Nisaus, Endang Sutisna Sulaeman, and Eti Poncorini Pamungkasari. "Effect of Family Development Session Family Hope Program on The Visit to Posyandu and Nutritional Status of Children Under Five." 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.03.106.

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ABSTRACT Background: The Family Hope Program through the Family Development Session (FDS) provides social services on maternal and child health. Social cognitive theory (SCT) may explain how family development session family hope program affects to the integrated health post (posyandu) visit) and child nutrional status. This study aimed to analyze the effect of the FDS Family Hope Program on the child nutritional status. Subjects and Method: This was an analytic observational study with cohort retrospective design. The study was conducted at the integrated health posts, in January 2020. The dependent variable was child nutritional status. The independent variables were family development session, maternal education, family income, social support, maternal knowledge, self-efficacy, complementary feeding, and integrated health post visit. The data were collected by questionnaire and analyzed by a multiple linier regression. Results: Child nutritional status was positively associated with FDS participation (b= 1.12; 95% CI= 1.31 to 7.15; p= 0.010), high maternal education (b= 0.92; 95% CI= 1.09 to 5.83; p= 0.031), high family income (b= 0.96; 95% CI= 1.14 to 6.00; p= 0.023), strong social support (b= 1.24; 95% CI= 1.34 to 7.85; p= 0.009), high maternal knowledge (b= 1.24; 95% CI= 1.50 to 7.96; p= 0.004), high self efficacy (b= 0.92; 95% CI= 1.09 to 5.76; p= 0.030), appropriate complementary feeding (b= 0.96; 95% CI= 1.15 to 6.02; p= 0.023), and active integrated health post visit (b= 1.03; 95% CI= 1.15 to 6.90; p= 0.024). Conclusion: Child nutritional status is positively associated with FDS participation, high maternal education, high family income, strong social support, high maternal knowledge, high self efficacy, appropriate complementary feeding, and integrated health post visit. Keywords: child nutritional status, family development session, integrated health post visit Correspondence: Nisaus Zakiyah. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: nizakiyaah@gmail.com. Mobile: +6285235948995. DOI: https://doi.org/10.26911/the7thicph.03.106
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Martin, Cesar A., Daniel E. Rivera, William T. Riley, Eric B. Hekler, Matthew P. Buman, Marc A. Adams, and Abby C. King. "A dynamical systems model of Social Cognitive Theory." In 2014 American Control Conference - ACC 2014. IEEE, 2014. http://dx.doi.org/10.1109/acc.2014.6859463.

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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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Bychkova, Tatyana. "Cognitive approach to the theory of abbreviation." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.11129b.

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The formation of abbreviations is explained mainly by the action of two factors: extralinguistic and intralinguistic. Extralinguistic factors include social transformations, scientific and technological progress, and interethnic changes. Being qualitative in nature, they are characterized by dialectical dynamics. Intralinguistic factors should be understood as the effect of internal laws that determine the evolution of language. In language there is a dialectical struggle of opposites, which determines its self-development. These opposites can be called language antinomies, each identity is the key to the stability of the system, the specific resolution of any of these opposites generates new collisions, new contradictions in the language (in principle-of the same order) and, consequently, their final resolution is impossible: they are a constant stimulus for the internal development of the language. The stimulus to abbreviate lies with the speaker, who has full knowledge of information, in the process of communication and unilaterally seeks to reduce multi-component and cumbersome terms represented by long words, complex words and phrases. Language signs are replaced with codes by communicants, and familiar words are shortened.
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Bychkova, Tatyana. "Cognitive approach to the theory of abbreviation." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.11129b.

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The formation of abbreviations is explained mainly by the action of two factors: extralinguistic and intralinguistic. Extralinguistic factors include social transformations, scientific and technological progress, and interethnic changes. Being qualitative in nature, they are characterized by dialectical dynamics. Intralinguistic factors should be understood as the effect of internal laws that determine the evolution of language. In language there is a dialectical struggle of opposites, which determines its self-development. These opposites can be called language antinomies, each identity is the key to the stability of the system, the specific resolution of any of these opposites generates new collisions, new contradictions in the language (in principle-of the same order) and, consequently, their final resolution is impossible: they are a constant stimulus for the internal development of the language. The stimulus to abbreviate lies with the speaker, who has full knowledge of information, in the process of communication and unilaterally seeks to reduce multi-component and cumbersome terms represented by long words, complex words and phrases. Language signs are replaced with codes by communicants, and familiar words are shortened.
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Song, Shiyu. "Learning in an Online Environment: Remapping Social Cognitive Theory." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444654.

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Taylor, J. M., and V. Raskin. "Towards a formal theory of social roles in cognitive computing and cognitive informatics." In 2014 IEEE 13th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2014. http://dx.doi.org/10.1109/icci-cc.2014.6921438.

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"The Enlightenment of Cognitive Science Theory to Visual Play." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.097.

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Djannah, Sitti Nur. "SOCIAL COGNITIVE THEORY AND PREMARITAL SEX AMONG ADOLESCENTS IN YOGYAKARTA." In INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Graduate Studies in Public Health, Graduate Program, Sebelas Maret University Jl. Ir Sutami 36A, Surakarta 57126. Telp/Fax: (0271) 632 450 ext.208 First website:http//:s2ikm.pasca.uns.ac.id Second website: www.theicph.com. Email: theicph2016@gmail.com, 2016. http://dx.doi.org/10.26911/theicph.2016.013.

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Reports on the topic "Social cognitive theory (SCT)"

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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.
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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, January 2020. http://dx.doi.org/10.31812/123456789/4143.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Giacometti, Alberto, Mari Wøien Meijer, and Hilma Salonen. Who drives green innovation in the Nordic Region? A change agency and systems perspective. Nordregio, March 2024. http://dx.doi.org/10.6027/r2024:101403-2503.

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In addressing the critical challenge of systemic sustainability, this report explores the need for more than a one-size-fits-all approach in the Nordic Region. It investigates the role of change agency processes and the impact of policies and framework conditions on green transition changes in business sectors. Our two case studies reveal some of the bottlenecks and drivers of innovation and explore them from a systemic perspective and in different geographic scales, both from a place-based and place-less perspective. The methodology adopted in the report is comprehensive, including a deep dive into the evolution of innovation theory and policy, following by an in-depth analysis of green innovation in two sectoral developments, including multi-storey wood construction and the so-called ‘protein shift’. It examines the roles of different stakeholders, including governments, businesses, and communities, in fostering an environment conducive to systemic change. The report relies on the academic and policy evolution of innovation theory and practice, identifying, what is argued to be, an emerging generation of innovation policies focused not only on economic but also on societal and environmental goals, which has generated a heated debate. To add nuance to this debate, our report utilised sector-based case studies relying on expert interviews to shed light on the roles of different agents in producing, not only technological but systems innovation. Against the background of systems innovations theory, this study provides some insights into the relevance of place, and proximity – not just geographic, but cognitive, institutional, organisational and social proximity. regional innovation landscape. Key findings reveal that systemic green innovations in the Nordic region happen as a result of the sum of multiple actors intentionally and unintentionally driving change in place-based and place-less settings. Several obstacles hinder setting a clear direction to innovation and path creation as these barriers are deeply entrenched in governance complexities, social institutions, and place-based industrial and structural path dependencies. Disrupting technological and systems ‘lock-ins’, is therefore, not the role of single agents but the result of multiple ones acting on a place-based or technology-based setting, and requires enhanced policy frameworks, and entrepreneurial public institutions moving beyond setting the ‘rules-of-the-game’ to actively orchestrating action, mobilising stakeholders and facilitating co-operation. The report emphasizes the significance of knowledge exchange and the creation of trust-based networks to accelerate the adoption of green innovations. It concludes by demonstrating that different green innovations develop under very different conditions and processes.
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