Dissertations / Theses on the topic 'Social Cognitive Domain Theory'
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Theurelle-Stein, Delphine. "Vers une extension du domaine de la compétence : la possibilité du soft. Contribution à une théorie agentique du développement professionnel." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/Theurelle-Stein_Delphine_2019_ED221.pdf.
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Dans un monde décrit comme VICA (volatile, incertain, complexe et ambigu), les grandes organisations internationales (Union Européenne, OCDE, World Economic Forum, etc.) multiplient les études pour identifier les compétences du 21ème siècle. Leurs résultats montrent que les soft skills - les compétences qui ne relèvent ni du savoir, ni du savoir-faire - sont des leviers de la performance individuelle et organisationnelle (Carnevale & Smith, 2013). Pour autant, le concept de soft skill reste flou et les travaux concernant leur développement rares (Boyatzis, 2006). L’objectif de notre thèse est de développer une meilleure connaissance des soft skills et de leurs modes de développement. Nous adoptons pour ce faire une démarche qualitative mobilisant différentes méthodologies et terrains de recherche : une étude exploratoire multi-site, une recherche-intervention et l’étude d’un cas extrême (Yin, 2014). Nos résultats, éclairés par la théorie sociocognitive de Bandura (2001), nous permettent de contribuer à une meilleure compréhension conceptuelle des soft skills, d’identifier les facteurs personnels et environnementaux de leur développement et in fine, de soumettre des préconisations pour la mise en œuvre d’une démarche soft skills dans les organisationsIn a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations
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Hambrick, David Z. "Effects of domain knowledge, working memory capacity and age on cognitive performance." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29384.
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Chakroff, Aleksandr. "Discovering Structure in the Moral Domain." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227.
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Early moral psychologists identified the moral domain with a class of actions that negatively impacted the wellbeing of others or violated their rights. However, anthropological work suggested that this view failed to capture the full extent of the moral domain, which can include victimless actions (e.g., food taboos), especially among socially conservative or non-Western individuals. Which kinds of acts are included in the moral domain? Along which dimensions do the acts differ from one another?
Paper 1 utilizes a data-driven approach to mapping the moral domain, revealing a simple two-factor structure that captures variance in moral judgments across individuals, as well as reliable cross-voxel pattern information within individual brains. The remaining papers investigate judgments of agents who perform “harmful” acts (e.g., assault) versus “impure” acts (e.g., incest), which are each representative of the separate factors discovered in Paper 1. In Paper 2, we see an asymmetry in people’s causal attributions for the actions of harmful versus impure agents: impure acts are judged as more internally generated, and less due to the situation, compared to harmful acts. This asymmetry is due to differences in abnormality, a key dimension along which the moral domain may be organized. Paper 3 probes agent evaluations: how are harmful and impure agents expected to act in other contexts? People expect harmful agents to be harmful but not impure. In contrast, people expect impure agents to be both impure and harmful. This effect is connected to a model of the moral domain with a conceptual “core” of dyadic harm, surrounded by a periphery of victimless moral violations. Together, this work highlights a simple structure in the moral domain that can explain moral judgments, causal attributions, action predictions, as well as patterns of activity in the cortex.Psychology
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Lane, Suzanne. "VALIDATING COGNITIVE SKILL SEQUENCES IN THE BEGINNING READING DOMAIN USING LATENT TRAIT MODELS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/187541.
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The present study was a systematic investigation of hierarchical skill sequences in the beginning reading domain. The hierarchies included skills from the traditional approach to reading which reflect bottom-up processing and skills from the conceptual area of print awareness which reflect top-down processing. Researchers supporting the bottom-up approach view reading as a process in which the child extracts information from the text to gain knowledge of the print. The bottom-up processes examined were in the areas of letter recognition and letter naming, and identification of letter sounds and phonemes. The top-down processing approach views reading as a task in which the child brings his/her past experiences and knowledge about the world to gain information about print. The top-down processes examined were in the areas of print identification, inferring a word in context, and print directionality rules. Hierarchical skill sequences were developed within each of the specific areas reflecting the top-down and bottom-up processing theories. Items were developed to reflect the skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements of cognitive processing. The data were from 13,189 Head Start children ranging from 3 to 6 years of age. Latent trait models were constructed to reflect the viii ix hypothesized skill sequences by allowing the aj (discrimination) and bj (difficulty) parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model that represented a hypothesized skill sequence was statistically compared against alternative latent trait models. The results from the present investigation supported the hierarchical skill sequences reflecting skills within the traditional area of reading. However, some of the skill sequences from the conceptual area of print awareness were not clearly supported. While the results provide a deeper understanding of beginning reading skill sequences reflecting top-down and bottom-up processing theories, future research is needed to delineate the specific skills which promote later reading ability once the child is in formal reading instruction.
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Faughn, Carley E. "Social and Physical Cognition in Chimpanzees (Pan troglodytes )| Preliminary Investigation of Domain-General versus Domain-Specific Intelligence." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622935.
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Comparative and evolutionary cognitive scientists disagree on whether human and nonhuman primate cognition is driven by a general intelligence or more specific, modular mechanisms. Comparative research with chimpanzees is extensive and provides the opportunity to better understand the evolution of human cognition. Little research has been dedicated to individual differences in chimpanzee social and physical cognition. The study of individual differences can be informative in better understanding the generality of primate intelligence. Results supporting a correlation between performances in the social and physical domains would suggest that a domain-general inference system may be responsible. If no relationship is revealed between performances then more compartmentalized, modular mechanisms may be responsible. As a preliminary investigation, I administered four studies focusing on social and physical cognition to a large number of captive chimpanzees. Performance on two tool-using tasks served as indicators of physical intelligence. I administered two social investigations regarding individual variation in social responsiveness and sociability. I did not find a correlation between the social and physical investigations; however strong individual differences in performances were observed. Demographic factors sometimes played a role in the results presented here (e.g. dominance rank and age). While this research does not demonstrate a relationship between sociability and physical intelligence, additional social measures should be utilized in order to measure social cognitive ability in chimpanzees. Focusing on individual differences with a battery of social and physical tasks will be informative regarding the structure of primate intelligence and the underlying cognitive mechanisms that are responsible.
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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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Kalanick, Julie Lynn. "Helping in the Workplace: A Social Cognitive Perspective." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26909.
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This study employed an experimental design intended to be an analog to the workplace to examine a person by situation interactive effect on OCBs, which were evaluated as prosocial behaviors. This study also sought to provide initial empirical support for the two-stage social cognitive model of OCBs proposed by Hauenstein and Kalanick (2008). Participants were 194 undergraduates. The study was a 2 (Helpfulness) by 2 (Fairness) design. After completing distracter tasks 1 and 2, participants received either a helpfulness prime or a control prime (task 3). Participants then either experienced either a fair manipulation or an unfair manipulation. Results indicated a distinction between the decision to help and helping effort, which has not been thoroughly examined in literature on OCBs. Results revealed main effects for the helpfulness prime and fairness manipulation on the decision to engage in helping. The nature of these effects was that participants helped more when they were primed with helpfulness and when they experienced fairness. However, once helping commenced, there was an interactive effect between helpfulness and fairness such that the helpfulness prime had a stronger effect on participants treated unfairly. Implications for future research on OCBs are discussed.Ph. D.
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Lieberman, Joel David 1967. "Cognitive-experiential self-theory and juror decision-making." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.
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Cognitive-experiential self-theory maintains that there are two principal ways of processing information. The first is in a rational mode; the second is in an experiential (emotional) mode. Previous research has demonstrated that when participants are motivated to process information experientially, they tend to rely on heuristic cues in their decision making. However, when participants are motivated to think in a rational mode, they devote greater attention to the information presented to them, and make more accurate decisions. This may have an impact on legal decision making. Attorneys in personal injury trials often attempt to present their case in a manner directed at either rational or emotional processing, under the assumption that emotional jurors will be supportive of the plaintiff while rational jurors will be supportive of the defendant. However, in an attempt to motivate emotional processing attorneys may inadvertently activate heuristic cues that have an impact on juror decision making, such as the defendant attractiveness bias (previous research has demonstrated that attractive defendants receive more lenient sentences than unattractive defendants). The hypothesis that an attractiveness-leniency effect would occur when individuals were in an experiential mode, but not when they were in a rational mode was tested. Mock jurors were put into either an experiential or rational mode through the use of a number of materials and trial evidence. They were then presented with a photograph of a defendant who was either high or low in physical attractiveness. Following this, a transcript of a personal injury trial and relevant jury instructions were presented. Finally, participants rendered verdicts on a number of measures including monetary damages, liability verdicts, and assessments of negligence. The results indicated that an attractiveness-leniency effect was operative when individuals were in an experiential mode, but not when they were in a rational mode. However, this effect appears to be limited to variables that are emotionally oriented, rather than ones that require analytic reasoning. The paper concludes with a discussion of the potential implications of cognitive-experiential self-theory on juror decision making in a variety of related areas.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
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Fife, Cynthia Michelle. "A Social-Cognitive Assessment of Organizational Citizenship Behavior." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/36242.
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Organizational citizenship behavior (OCB) is essential to the smooth functioning of organizations. A vast amount of research examining OCB has established the benefits of such behavior to businesses. In addition, individual- and organizational-level antecedents of citizenship behavior have been widely studied and well established. However, a sound assessment of OCB, which acknowledges the true social cognitive nature of the phenomenon, is yet to be developed. The purpose of this study is two-fold: First, this study seeks to develop a reliable, accurate measure of OCB. Second, this study utilizes the newly developed measure to determine how personal characteristics and situational influences interact to produce helping behavior. More specifically, this study explores how equity sensitivity, locus of control, self-esteem, and affectivity determine whether an employee engages in helping behavior. Further, the current study examines whether situation cue strength moderates the relationship between the aforementioned personality characteristics and an employeeâ s decision to engage in helping behavior.Master of Science
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Contreras, Juan Manuel. "A Cognitive Neuroscience of Social Groups." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10882.
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We used functional magnetic resonance imaging to investigate how the human brain processes information about social groups in three domains. Study 1: Semantic knowledge. Participants were scanned while they answered questions about their knowledge of both social categories and non-social categories like object groups and species of nonhuman animals. Brain regions previously identified in processing semantic information are more robustly engaged by nonsocial semantics than stereotypes. In contrast, stereotypes elicit greater activity in brain regions implicated in social cognition. These results suggest that stereotypes should be considered distinct from other forms of semantic knowledge. Study 2: Theory of mind. Participants were scanned while they answered questions about the mental states and physical attributes of individual people and groups. Regions previously associated with mentalizing about individuals were also robustly responsive to judgments of groups. However, multivariate searchlight analysis revealed that several of these regions showed distinct multivoxel patterns of response to groups and individual people. These findings suggest that perceivers mentalize about groups in a manner qualitatively similar to mentalizing about individual people, but that the brain nevertheless maintains important distinctions between the representations of such entities. Study 3: Social categorization. Participants were scanned while they categorized the sex and race of unfamiliar Black men, Black women, White men, and White women. Multivariate pattern analysis revealed that multivoxel patterns in FFA--but not other face-selective brain regions, other category-selective brain regions, or early visual cortex--differentiated faces by sex and race. Specifically, patterns of voxel-based responses were more similar between individuals of the same sex than between men and women, and between individuals of the same race than between Black and White individuals. These results suggest that FFA represents the sex and race of faces. Together, these three studies contribute to a growing cognitive neuroscience of social groups.Psychology
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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.
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Hasan, Nadia T. "Understanding Women's Leadership Interests and Goals Using Social Cognitive Career Theory." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302706677.
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Schuster, Catherine. "Condom use among college students : a test of social cognitive theory." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1272469754.
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Petosa, Patrick Scott. "Use of Social Cognitive Theory to Explain Exercise Behavior Among Adults." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219340693.
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Guerrero, Marianela. "Using Social Cognitive Theory to Predict Counseling Behaviors in Registered Dietitians." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6034.
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Obesity and morbid obesity affect more than 30% of Americans, which emulates the rate of smoking as the leading preventable cause of disease and death in the United States. The prevalence of obesity among adults in the United States increased dramatically between 1980 and 2010 (16% to 36%). The integration of the social cognitive theory (SCT) constructs such as self-efficacy, self-control, environment and expectations in the study instrument allowed identifying the impact of personal, social and economic factors on Registered Dietitians (RDs) counseling behaviors with obese clients. The goal of this quantitative cross sectional study was to investigate the association between RDs counseling behaviors and weight loss of clients using SCT. The sample of 150 RDs affiliated to the American Dietetic Association completed a survey to gather counseling behaviors with weight loss clients and SCT constructs. Data were analyzed using multiple regressions. The study showed a significant relationship between three SCT constructs such as self-efficacy in overcoming barriers, counseling environment and self-control with RDs counseling behaviors. The Spearman's rho correlations analyses between independent and dependent variables showed positive relationships between self-efficacy in overcoming barriers in counseling sessions and RDs counseling behaviors .34. The study adds to the literature on weight loss and RDs' counseling skills and creates the foundation for further research studies to reduce obesity by improving counseling skills among RDs.
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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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Singley, Daniel Browne. "Longitudinal prediction of domain satisfaction and global life satisfaction test of a social cognitive model /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2364.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Dixon, Kelly Elizabeth. "SOCIALIZATION, SOCIAL SUPPORT, AND SOCIAL COGNITIVE THEORY: AN EXAMINATION OF THE GRADUATE TEACHING ASSISTANT." UKnowledge, 2012. http://uknowledge.uky.edu/comm_etds/6.
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Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for GTAs as they navigate their way through the organizational socialization process.
Interviews with twenty two current and former graduate teaching assistants from a Communication department at a large, southeastern university (GSU) were conducted and analyzed. Findings indicate that institutionalized socialization, which exists at both the graduate school and departmental level, serves to both reduce and create uncertainty and anxiety for GTAs based on messages communicated and also serves the purpose of relationship formation. In examining the social support aspect, findings indicate that the socialization process is facilitated for GTAs through House‘s (1981) four categories of emotional, instrumental, informational, and appraisal support. Finally, behavioral observation aids in the socialization process for GTAs. Observation is used by GTAs to obtain information about teaching behaviors, specifically what they should and should not do in the GSU classroom. Observation also highlighted both positive and negative aspects of the departmental culture and helped GTAs to understand how things work in the department.
Implications, limitations, ideas for what can be done to improve the process for GTAs, and areas for future research are also discussed.
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Frölander, Hans-Erik. "Deafblindness : Theory-of-mind, cognitive functioning and social network in Alström syndrome." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-48930.
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This thesis addresses young adults with Alström syndrome (AS). AS causes acquired deafblindness, a severe, progressive, combined auditory and visual impairment affecting daily life and self-reliance to a degree that full participation depends on help from others and society. AS is an autosomal, recessively inherited single-gene disorder that affects the ALMS1 gene. AS has a multi-systemic pathology including a high incidence of additional multiple endocrine abnormalities, cardiomyopathy, pulmonary fibrosis, restrictive lung disease and progressive hepatic and renal failure leading to reduced life expectancy. The focus in the present thesis is on the development of Theory-of-mind (ToM) and on how ToM relates to the development of certain cognitive skills and the characteristics of the individual social network. ToM refers to the ability to understand the thoughts and feelings of others. The results reveal that individuals with AS displayed a significantly higher degree of heterogeneity in the performance of ToM tasks, and some individuals with AS performed on an equal level with nondisabled individuals. ToM performance was predicted by verbal ability and executive functioning (EF), whereas working memory capacity (WM) proved to be an indirect predictor. Later onset of visual loss further characterized AS individuals with better ToM. The sizes of the social networks of individuals with AS were smaller relative to those of nondisabled individuals, and many of the acquaintances were professionals working with individuals with AS. The number of friends correlated with ToM performance. Methods to improve verbal ability and EF, and interventions to enhance social participation in childhood of individuals with AS might prove to be fruitful. In addition assistive technology to establish and maintain friendships in adulthood is required.
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Loth, Eva. "On social, cultural and cognitive aspects of theory of mind in practice." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/12952.
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Theory of mind (ToM) describes the ability to represent internal mental states. We propose that using ToM in practice depends upon the interplay of social, cultural and cognitive factors. The argument is divided into two parts. First, we studied whether people with an Autism Spectrum Disorder (ASD) may have deficits, which impair acquisition of the cultural knowledge necessary to use ToM in practice. The acquisition of shared beliefs, such as social norms, might indirectly rely on metarepresentational capacities. Moreover, a piecemeal processing style - Weak Central Coherence (WCC) - might translate into difficulties in the acquisition of scripts of routine events, which are normally represented as holistic, hierarchically organised knowledge structures. In four experiments we show, first, that WCC may be specific, but not universal to individuals with ASD and that WCC and ToM deficits frequently overlap. Of the ASD group with different levels of ToM abilities, only those with ToM deficits had greater impairments in drawing inferences from social norms than matched control groups. Script abnormalities ranged from a profound lack of event knowledge to more subtle qualitative peculiarities. Especially ASD with WCC and ToM deficits showed a tendency to treat optional and very specific event acts that could occur as should be occurring. The second part of the argument investigated whether power relations affect ToM usage in ordinary adults. A method to track and categorise ToM in ordinary talk was developed to study adults' accounts of real-life experiences in multi-cultural settings. Key findings were that the quality and quantity of ToM talk differed when people accounted for experiences of situated powerlessness (that is, experiences of being discriminated against) compared to when they considered episodes in which power relations were equal. Preliminary data from an experimental study suggests that adults were more inaccurate in inferring the mental states of less powerful as opposed to equally powerful others. We conclude by suggesting that an integrated social, cultural and cognitive framework of ToM in practice may contribute to our understanding of the social phenotype of ASD as well as it provides a new perspective on social phenomena such as intergroup relations.
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Wolfe, Megan Elizabeth. "An evaluation of an exercise adherence intervention using the social cognitive theory." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1229800264.
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Chima, Chidi. "Predicting Weight Management Advice Behavior Using Social Cognitive Theory Among Psychiatry Professionals." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3340.
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Obesity remains a public health concern among persons with mental illness resulting from the interaction of a combination of factors such as genetic, medication, effects of their symptoms, social, and environmental factors. Obesity complications account for increased mortality and morbidity, reduced life expectancy, and quality of life in persons with mental illness. The management of obesity is challenging and predicting the ability of mental health professionals to advise patients on weight management behavior is important to improve patients' overall well-being. The social cognitive theory constructs knowledge, expectations, situational perception, self-efficacy, and goal setting were utilized in predicting Weight Management Advice Behavior (WMAB) among psychiatry professionals. WMAB described the ability of professionals to effectively offer advice on managing weight. A cross-sectional study design was used, in which data were collected using a validated instrument. A sample size of 134 was used and the collected data were analyzed using simple and multiple linear regression, logistic regression and MANOVA. Self-efficacy, goal setting, knowledge, and situational perception were found to have a significant association with WMAB individually. Only self-efficacy (p < .001), goal setting (p < .001), knowledge (p < .001), and situational perception (p < .05) were independent predictors of WMAB among psychiatry healthcare professionals. There were significant differences among the professional groups with regards to knowledge, self-efficacy, goal setting, situational perception, and expectations. The study findings will bring about positive social change by informing the advice of professionals, reducing obesity and alleviating its burden among people with mental illness.
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Miller, Geoffrey Bruce. "Use of Social Cognitive Theory to Understand Veterans' Postservice Physical Activity Behavior." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4237.
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The health of the veteran population within the United States has become a matter of ever-increasing concern, and many individuals who have attained veteran status are experiencing health issues following their discharge from the military. Despite such concerns, there are often not enough resources available to assist these individuals to the degree necessary in an expedient manner. The purpose of this case study was to use social cognitive theory to understand the physical activity of veterans following their time in service. Through the use of social cognitive theory, this study explored the thoughts, perceptions, and behaviors of 11 veterans to determine how their physical fitness levels were affected following their time in the service. Data were collected by interview over the course of a 1-month period by visiting the U.S. Department of Veterans Affairs hospital a minimum of 3 days per week and a content analysis of interview transcripts led to the presented results. Results indicated that expectations of physical activity were realistic post service, and self-efficacy and self-control levels were high. Veterans indicated the beneficence of physical activity as a means of promoting overall wellbeing; however, paticipants also indicated dissatisfaction with the available options to them through the U.S. Department of Veterans Affairs. The results provided clear direction as to the steps that can be taken to work to increase the physical activity levels of veterans. Potential social change implications resulting from the study could lead to improvements in understanding of veteran health statuses.
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Anyikwa, Augustina. "Using Social Cognitive Theory to Predict Obesity Behaviors in Hispanic American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5675.
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Childhood obesity is a growing challenge in the U.S. Hispanic American population. There is a need for evidence-based approaches to combat this problem. Social Cognitive Theory (SCT) is one such approach. The purpose of this study was to examine the extent to which selected constructs of SCT (expectations, self-efficacy, self-efficacy in overcoming barriers and self-control) could predict five childhood obesity prevention behaviors, namely time spent on television watching, time spent on physical activities, water consumption, consumption of fruits and vegetables, and meal portion size among Hispanic American children. A quantitative cross-sectional research design was employed for this study. Data were collected from a sample of 235 Hispanic American children between the ages of 11 and 15 years, using a cluster sampling method. A reliable survey instrument used for data collection in this study Promoting Healthy Lifestyle Survey, was developed and validated by Sharma, Wagner, and Wilkerson (2014) from three community churches in three different Georgia counties. Multiple regression analyses were used to determine the predictability of the independent variables, which were the constructs of SCT, and the dependent variables, which were the five behaviors. Significant SCT predictor of television-watching behavior was expectations (p = 0.004; adjusted R2 = 0.08). The statistically significant physical activity SCT predictor was self-efficacy (p < 0.001, adjusted R2 = 0.24). It is envisaged that the results of the study will assist public health education practitioners in developing concerted interventions among Hispanic American children and families designed to reduce childhood obesity facilitating a positive social change.
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Haluszka, Adria R. "THE SACRED DOMAIN: A SEMIOTIC AND COGNITIVE ANALYSIS OF RELIGION AND MAGIC IN THE ANCIENT MEDITERRANEAN WORLD." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281665999.
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Easterbrook, Adam. "A critique of parental monitoring using Bandura's social cognitive learning theory as framework." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31613.
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This study tests competing hypotheses that examine the relationship between adolescents' perception of disclosure of information in the parent-adolescent relationship and adolescents' perception of their friends as prosocial or deviant. The first hypotheses are based on previous research on monitoring. They posit that parental efforts to obtain information about adolescents' activities, whereabouts and friends will influence adolescents' choice of either prosocial or deviant friends. The competing hypotheses are developed using Bandura's (2001) social cognitive learning theory as a framework. These hypotheses argue that adolescents' perception of their friends as either prosocial or deviant may determine how much information adolescents' will give to parents regarding activities, whereabouts and friends. To test the hypotheses, data was used from waves one and two of a three-year longitudinal study that is exploring adolescent life among high school students. Results offer partial support for the monitoring hypotheses. Maternal desire to know about adolescents' activities, whereabouts and friends is positively associated with adolescents' perception of friends as prosocial, but is not associated with adolescents' perception of friends as deviant. In contrast, paternal desire to know about adolescents' activities, whereabouts and friends is negatively associated with adolescents' perception of friends as deviant, but is not associated with adolescents' perception of friends as prosocial. The competing hypotheses developed using Bandura's (2001) social cognitive learning theory as a framework, were supported. Adolescents' perception of friends as prosocial is positively associated with adolescents' willingness to give information regarding activities, whereabouts and friends to parents, whereas adolescents' perception of friends as deviant is negatively associated with adolescents' willingness to give information to parents regarding activities, whereabouts and friends. These findings contribute to a growing body of literature (e.g., Kerr & Stattin, 2000; Stattin & Kerr, 2000) that questions monitoring as a useful and effective strategy for parental peer management. These results also underscore the need to examine adolescents as agentic beings who work to balance parent and peer relationships.Arts, Faculty of
Sociology, Department of
Graduate
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Poddar, Kavita Hariram. "Using Social Cognitive Theory to Improve Intake of Dairy Products by College Students." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37430.
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College students engage in poor dietary behaviors which put them at risk of weight gain and subsequent future health problems. This necessitates implementation of nutrition interventions which target dietary behaviors in college students so that healthy dietary patterns can be adopted and maintained through adulthood. Dairy intake is one of the many dietary behaviors which has declined substantially in young adults (18-30 years of age) - a period which includes the college age population. According to 2005 dietary guidelines for Americans three or more than three servings of low-fat/fat-free dairy foods is recommended for young adults, which is associated with overall nutrient quality of the diet and several health benefits. Still dairy consumption in this age group is below two serving per day.
As emerging adults, college students may be more receptive to health advice than young adults older than traditional college years whose health habits are more established; nutrition intervention to improve dairy intake may be well received. Psycho-socio variables from Social Cognitive Theory (self regulation, social support, self-efficacy and outcome expectations) have been associated with adoption of healthy eating habits in college students and are associated with dairy consumption in adolescents. A series of studies were conducted to assess and improve dairy intake in college students by changing the mediating psycho social variables from Social Cognitive Theory (SCT) of behavior change including social support, self efficacy, outcome expectations and self regulation.
A pilot web based nutrition education intervention was conducted to improve dairy intake in college students using SCT. The aim of this study was to evaluate the effect of the intervention on self efficacy, outcome expectations, self regulation, behavior and dairy product intake. Two hundred and ninety four students participated in the study and data on dairy intake and SCT variables were collected using 7 day food records and questionnaires. A 5 week electronic mail intervention was conducted. The intervention improved some social cognitive factors such as self regulation and self efficacy regarding increased dairy intake in college students, though dairy intake did not change.
Next, to understand factors associated with dairy intake in college students, qualitative data were collected using focus group discussions (n=3), elicitation interviews (n=13) and online asynchronous discussion forums (n=3) using identical questions. Fifty students participated in the study and the aim was to identify relevant barriers, motivators and facilitators to dairy and low-fat dairy consumption. The results indicated that there was widespread lack of clarity regarding amount of dairy/calcium required and whether students felt they were getting enough. Major barriers to consuming dairy foods included short shelf life, storage issues, taste and accessibility to dairy foods on campus. Major facilitators included constant reminders, knowing immediate benefits, more accessibility and breakfast consumption.
The aim of the final study was to improve social support, self efficacy, outcome expectations, self regulation and behavior related to dairy intake in college students using Social Cognitive Theory (SCT). One hundred and ninety one students participated in the study which included 8 week electronic mail intervention. Data collected included 7 day food records and for dairy intake and questionnaires for SCT variables. The intervention resulted in significant improvement in total dairy intake and use of self regulation strategies by college students.
Taken together, these results suggest that theory-based nutrition education interventions can improve nutrition behavior in college students, a population prone to poor dietary habits. Developing mastery experiences to improve self efficacy may enhance self regulatory skills like goal setting, planning and monitoring to improve dairy intake in college students. Health care providers should aim at dietary behavior modification via theory based intervention.Ph. D.
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Graves, Kristi Dove. "Quality of Life Intervention for Breast Cancer Survivors: Application of Social Cognitive Theory." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26307.
Full textAbstract:
The purpose of this project was to augment self-efficacy, outcome expectations, and self-regulatory skills for women with breast cancer through a quality of life intervention based on Social Cognitive Theory. Relationships between social cognitive variables, positive coping behaviors, and quality of life were explored. The intervention was conducted in collaboration with an established cancer treatment center and provided information, guided feedback, and mastery experiences in a supportive environment for breast cancer survivors. A total of 32 women were enrolled and randomized to either the 8-week intervention or standard-care. With a final n of 14, the lack of statistical power made it difficult to determine whether differences existed between the two groups. Data trends suggested that some women benefited from the program. Implications for the content and delivery of future psychosocial interventions with cancer patients were discussed.Ph. D.
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Zec, Adrianna J. "Applying Social Cognitive Theory to Interest in Geropsychology Among Clinical Psychology Doctoral Students." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396719375.
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Graves, Kristi D. "Quality of Life Intervention for Breast Cancer Survivors: Application of Social Cognitive Theory." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26307.
Full textAbstract:
The purpose of this project was to augment self-efficacy, outcome expectations, and self-regulatory skills for women with breast cancer through a quality of life intervention based on Social Cognitive Theory. Relationships between social cognitive variables, positive coping behaviors, and quality of life were explored. The intervention was conducted in collaboration with an established cancer treatment center and provided information, guided feedback, and mastery experiences in a supportive environment for breast cancer survivors. A total of 32 women were enrolled and randomized to either the 8-week intervention or standard-care. With a final n of 14, the lack of statistical power made it difficult to determine whether differences existed between the two groups. Data trends suggested that some women benefited from the program. Implications for the content and delivery of future psychosocial interventions with cancer patients were discussed.Ph. D.
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Boardman, Christina G. "Navigating the Diverse Dimensions of Stereotypes, with Domain Specific Deficits: Processes of Trait Judgments about Individuals with Disabilities." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/138.
Full textAbstract:
Stereotype groups are interrelated. For example, in Australia, New Zealand, and the United States, racial minorities are referred to special education at a much higher rate than are majority racial groups (Tse, Lloyd, Petchkovsky, and Manaia, 2005; Harry, Arnaiz, Klingner, Sturges, 2008). The Stereotype Content Model describes stereotype relationships in terms of an interaction between competence and warmth. Warmth is the more consistent dimension. The nature of competence remains elusive (Fiske, Cuddy, and Glick, 2007; Fiske, Cuddy, Glick, and Xu, 2002). Knowledge of relationships between stereotype groups, which themselves may be effects of bias, could factor into observed competence effects. Disabilities are characterized by objective competence deficits. Disabilities stereotype research allow for more refined models of competence. While competence perception may vary between disabilities, with different domains of competence deficits, unifying disability schemas may also exist. In either case, different competence processes could be inferred.
We compared ratings on the Fiske scale (FC, FW), a multimodal competence scale (MMC), a quality of life scale (QL-T), and an overt threat scale (OPT) for five disability groups (DS) and a set of established stereotype (ES) groups. Our MMC analysis indicates the competence dimension and stereotype group interaction was more significant for DS and ES together than for DS alone. This is surprising, because the multimodal competence scale was designed to target specific disability groups. Results indicate there may be some unifying disability schema. Marginally significant differences between disability groups on the QL-T indicate complex relationships between disabilities stereotypes may also exist.
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Baker, Chris L. (Chris Lawrence). "Bayesian Theory of Mind : modeling human reasoning about beliefs, desires, goals, and social relations." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/73768.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 127-139).
This thesis proposes a computational framework for understanding human Theory of Mind (ToM): our conception of others' mental states, how they relate to the world, and how they cause behavior. Humans use ToM to predict others' actions, given their mental states, but also to do the reverse: attribute mental states - beliefs, desires, intentions, knowledge, goals, preferences, emotions, and other thoughts - to explain others' behavior. The goal of this thesis is to provide a formal account of the knowledge and mechanisms that support these judgments. The thesis will argue for three central claims about human ToM. First, ToM is constructed around probabilistic, causal models of how agents' beliefs, desires and goals interact with their situation and perspective (which can differ from our own) to produce behavior. Second, the core content of ToM can be formalized using context-specific models of approximately rational planning, such as Markov decision processes (MDPs), partially observable MDPs (POMDPs), and Markov games. ToM reasoning will be formalized as rational probabilistic inference over these models of intentional (inter)action, termed Bayesian Theory of Mind (BToM). Third, hypotheses about the structure and content of ToM can be tested through a combination of computational modeling and behavioral experiments. An experimental paradigm for eliciting fine-grained ToM judgments will be proposed, based on comparing human inferences about the mental states and behavior of agents moving within simple two-dimensional scenarios with the inferences predicted by computational models. Three sets of experiments will be presented, investigating models of human goal inference (Chapter 2), joint belief-desire inference (Chapter 3), and inference of interactively-defined goals, such as chasing and fleeing (Chapter 4). BToM, as well as a selection of prominent alternative proposals from the social perception literature will be evaluated by their quantitative fit to behavioral data. Across the present experiments, the high accuracy of BToM, and its performance relative to alternative models, will demonstrate the difficulty of capturing human social judgments, and the success of BToM in meeting this challenge.
by Chris L. Baker.
Ph.D.
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Donlon, Katharine. "The Role of Social Support Seeking and Social Constraints on Psychological Outcomes After Trauma: A Social Cognitive Theory Perspective." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/42688.
Full textAbstract:
Social Cognitive Theory (SCT) posits that survivors of a traumatic event have the ability to influence their own outcomes and do so most aptly when they perceive they can exert control over their outcomes. Posttraumatic growth outcomes are associated with a greater perception of controllability, while posttraumatic stress outcomes can be related to the lack of perceived control. In the context of the Virginia Tech shootings, several social factors were examined three months after the trauma (T1) and one year later (T2) to further explore the dynamic interplay between these factors and psychological outcomes. Social support seeking was conceptualized as both a coping strategy (situational) and as a coping style (dispositional) and was hypothesized to predict greater growth outcomes, while social constraints were hypothesized to predict higher levels of posttraumatic stress outcomes. These variables were also examined as moderators of the relationship between perceived threat and psychological outcomes at both time points. As expected, dispositional social support seeking was negatively related to posttraumatic stress at T1, and positively related to posttraumatic growth at T1 and T2. Social constraints were positively related to posttraumatic stress at T1 and negatively related to posttraumatic growth at T1 and T2. Situational social support seeking served as a moderator for the relationship between perceived threat and posttraumatic stress at T1. Lower levels of situational social support seeking lessened the relationship between perceived threat and posttraumatic stress, while high levels of situational social support seeking exacerbated this relationship.Master of Science
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Uldall, Brian Robert. "Counterfactual thinking and cognitive consistency." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1132685877.
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Copenhaver, Michael McDonald. "Testing A Social-Cognitive Model of Intimate Abusiveness Among Substance Dependent Males." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30524.
Full textAbstract:
Throughout history, the human race has been characterized
by the use of physical and emotional aggression by
individuals, particularly males, in their intimate
relationships. Intimate abusiveness is particularly common
among substance dependent males. As a result of male
intimate abusiveness, victims suffer a variety of problems
ranging from emotional trauma to death due to physical
injury. Despite increased attention to this problem, our
understanding of the process leading to intimate
abusiveness is far from comprehensive. The primary purpose
of the present study was to expand our understanding of
intimate abusiveness through the application of a
social-cognitive model of intimate abusiveness among
substance dependent males.
Fifty-seven males from an inpatient substance abuse
treatment program participated. Subjects completed
questionnaires indicating their level of intimate
abusiveness. In addition, they completed partner-related
attribution measures as well as coping response measures
indicating how they would interpret and handle five
ambiguous vignettes involving their partner.
It was hypothesized that violent men would attribute
greater negative intent and responsibility to their
partner and that they would choose to handle the ambiguous
vignettes in less competent ways compared with non-violent
men. Further, it was predicted that the association
between intimate abusiveness and competency of coping
responses would be mediated by attributions made about the
partner. Results of the study generally supported
predictions. The implications of the results are
discussed as well as suggestions for future research.Ph. D.
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Kavanagh, Phillip Sean. "Social Exclusion, Self-Esteem, & Mating Relationships: Testing a Domain-Specific Variant of Sociometer Theory." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/4084.
Full textAbstract:
Sociometer Theory (Leary & Downs, 1995; Leary, Tambor, Terdal, & Downs, 1995) proposes that state self-esteem is a gauge of social inclusion. Expansions to this theory by Kirkpatrick and Ellis (2001) suggest that this is a domain specific process with different sociometers for different adaptive domains. Two studies were conducted to test predictions derived from the domain specific sociometer model of self-esteem proposed by Kirkpatrick and Ellis (2001). In Study 1, participants (N = 83) who were currently single, received feedback to indicate either acceptance (inclusion) or rejection (exclusion) for a potential dating situation. The results indicated that participants who were accepted versus rejected reported increases in state self-esteem and higher mating aspirations. The same effects were not present for either friendship aspiration or friendship investment, indicating domain specificity. The effect of the manipulation on mating aspirations was also significantly mediated by state self-esteem. Study 2 replicated Study 1 using participants (N = 81) who were currently in an intimate relationship. The results indicated that participants who were accepted versus rejected reported increases in state self-esteem and decreases in perceived relationship quality (commitment and satisfaction). The same effects were not present for either friendships aspirations or friendship investment. The association between the manipulation and resulting changes in perceived relationship quality were significantly mediated by state self-esteem, with state self-esteem acting as a suppressor. The results from both studies support a domain-specific conceptualisation of sociometer theory.
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Drake, Paul David. "Communicative action in information security systems : an application of social theory in a technical domain." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5623.
Full textAbstract:
This thesis is about grounding an increasingly common practice in an established theory where no explicit theory currently exists. The common practice that is the subject of this study is information security. It is commonly held that information security means maintaining the confidentiality, integrity (accuracy) and availability of information. It seems that a whole industry has built up with tools, techniques and consultants to help organisations achieve a successful information security practice. There is even a British Standard containing around 130 controls, and a management system to guide organisations and practitioners. In the absence of many alternatives this British Standard has grown into something of a requirement for organisations who are concerned about the security of their information. The British Standard was developed almost entirely through the collaboration of some powerful blue-chip organisations. These organisations compared their practices and found some key areas of commonality. These common areas became the foundation of many information security practices today. Although there has been considerable evolutionary change the fundamentals, and not least the principles of confidentiality, integrity and availability, remain largely the same. It is argued in this thesis that the absence of a theoretical grounding has left the domain as weak and unable to cope with the rapidly developing area of information security. It is also argued that there was far too little consideration of human issues when the standard was devised and that situation has worsened recently with greater reliance on information security driven by more threats of increasing complexity, and more restrictive controls being implemented to counteract those threats. This thesis aims to pull human issues into the domain of information security: a domain which is currently dominated by non-social and practical paradigms. The key contribution of this thesis is therefore to provide a new model around which information security practices can be evaluated. This new model has a strong and established theoretical basis. The theory selected to underpin the new model is in the broad domain of critical social theory.
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Feld, Jason Kane. "Validating cognitive skill sequences in the early social development domain using path-referenced technology and latent trait models." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184476.
Full textAbstract:
The present study was a systematic investigation of hierarchical skill sequences in the early social development domain. Recent research has suggested that social development may be conceptualized as a phenomena involving a hierarchical sequencing of competencies. In particular, social development may involve sequential changes in capability, reflecting successively higher levels of functioning within these competencies. The conceptual problem of this study focused on the construction and validation of a meaningful representation of ability in early social development. Ability was conceptualized as a composite of cognitive procedures governing the performance of specific tasks. The process for constructing skill sequences to reflect ability involved identifying task characteristics or demands which imposed various requirements on cognitive functioning. Hierarchical skill sequences were constructed to tap a variety of capabilities within the early social development domain. These skill sequences included understanding emotions, identifying and mediating needs, understanding friendships, and understanding fairness in decision making. Assessment items were developed to reflect each of these skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements on cognitive processing. The data were from 18,305 Head Start children ranging from 30 to 83 months of age. Latent trait models were constructed to reflect the hypothesized skill sequences by allowing the discrimination and difficulty parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model was statistically compared against alternative latent trait models. In general, the results from the present investigation supported the hypothesis that the acquisition of social skills is a developmental phenomena involving a hierarchical sequencing of competencies. Moreover, the study supports the assumption that changes in capability can be defined by progress toward abstraction, complexity, stability, and the handling of increasing quantities of information. While the results provide a deeper understanding of early social development, future research is needed to extend the developmental structure to higher levels of ability. Moreover, research is needed to determine how the information gleaned from developmental assessment can be utilized in planning learning experiences to enhance development.
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Wolfe, Megan E. "An Evaluation of an Exercise Adherence Intervention Using the Social Cognitive." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1229800264.
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Lavergne, Karine. "The Hierarchical Action-Based Model of Inconsistency Compensation in the Environmental Domain: Exploring the Role of Individual Differences in Distal Motivation." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32425.
Full textAbstract:
Using the action-based model of dissonance (Harmon-Jones, Amodio, & Harmon-Jones, 2009) and self-determination theory (Deci & Ryan, 2008) as theoretical frameworks, this thesis sought to explain the motivational processes underlying the environmental belief-action gap. The thesis examined why and how people resolve inconsistencies between their favourable attitudes toward environmental protection and their environmentally harmful behaviour. I hypothesized that accounting for individual differences in autonomous and controlled distal motives for effective and unconflicted action would clarify why attitude-behaviour inconsistencies are uncomfortable and explain how people compensate for them. I carried out 3 sets of studies to test the proposed hierarchical action-based model of inconsistency compensation in the environmental domain (HABICE). The objective of the first set of 3 studies was to test hypotheses about the role of individual differences in global and contextual motivation on dissonance arousal, in response to native attitude-behaviour inconsistencies encountered across and within important life domains. The second set of 3 studies tested hypotheses about the role of individual differences in contextual motivation toward the environment on the use and choice of strategies to compensate for a recent native inconsistency in the environmental domain. Finally, the goal of the final study was to test hypotheses about the moderating effect of social factors that direct attention to public (ego-invested) versus private (authentic) aspects of the self during the perception of inconsistencies on motivation and intentions to revise pro-global warming mitigation attitudes. The results of the 7 studies (total N = 2,209) supported the main predictions of the HABICE. The cumulative evidence supported the existence of two motivational orientations operating during inconsistency compensation processes. The autonomous motivational orientation, which embodies action tendencies to facilitate organismic integration via authentic regulation, motivated people to compensate for attitude-behaviour inconsistencies to restore the integrity of authentic self-structures. As a result, autonomous motivation toward the environment led people to reduce dissonance and to compensate for perceived inconsistencies by bringing their behaviour in line with self-relevant attitudes. The controlled motivational orientation, which embodies action tendencies to facilitate instrumental outcomes via contingent regulation, motivated people to compensate for attitude-behaviour inconsistencies to protect ego-invested self-structures by avoiding the aversive consequences of their counter-environmental actions. When inconsistencies aroused dissonance, controlled motivation predicted the use of overt behavioural strategies, for example enacting a compensatory pro-environmental action, to reduce dissonance. However, when inconsistencies did not arouse dissonance or there were barriers to behaviour change, controlled motivation predicted the use of cognitive strategies, for example revising or distorting pro-environmental attitudes, to minimize the inconsistency. Consequently, autonomous compensation processes predicted relatively infrequent attitude-behaviour inconsistencies in the environmental domain while controlled compensation processes predicted relatively frequent inconsistencies. The results imply that controlled motivation toward the environment may be driving the environmental belief-action gap, but that finding ways to promote autonomous motivation toward the environment in the general population has the potential to alleviate the gap.
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Perreault, Guylaine. "Social cognitive theory correlates of physical activity for women approaching menopause: A MONET study." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27480.
Full textAbstract:
Menopause marks the beginning of a period of life transition involving important health changes (North American Menopause Society [NAMS], 2004). It has been demonstrated that physical activity can partly compensate for some of the negative effects of estrogen deficiency (Kemmler et al., 2002). Unfortunately the majority of Canadian middle-aged women are inactive (Craig & Cameron, 2004). The years prior to the onset of the menopausal transition are an important time to modify activity levels, but very few studies have looked at the determinants of physical activity for women at this stage of their life. The purpose of this study was to investigate social cognitive theory correlates of physical activity for women that are approaching menopause. The initial methodology was based on a prospective research design. However, based on the decision to rely on a different measure of physical activity behaviour, the research design was modified to that of a cross sectional design. Within the cross sectional research design, 76 participants, enrolled in the MONET longitudinal study, completed measures of barrier self-efficacy, social support, environmental factors, moods, and exercise behaviour. Results showed that physical activity behaviour was significantly correlated to barrier self-efficacy (r = .33, p < .01) and anxiety (r = -.27, p < .05). In the light of these results, consideration should be given to the roles of self-efficacy and anxiety in the development of strategies to increase physical activity for women approaching the menopausal transition.
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Langlois, Marietta Ann. "The impact of a psychosocial smoking prevention program on select social cognitive theory constructs /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794915007202.
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MacPherson, Sarah E. S. "Age, executive function and social decision-making : a dorsolateral prefrontal theory of cognitive ageing." Thesis, University of Aberdeen, 2001. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU144679.
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Current neuropsychological models propose that the cognitive changes associated with healthy adult ageing are due to deterioration of the frontal lobes of the brain. Despite evidence that the frontal lobes are involved in age-associated cognitive decline, the behavioural and cognitive deficits demonstrated by older adults differ from the typical clinical picture presented by patients with frontal lobe damage. Furthermore, there are frontal lobe tests reported in the literature that are insensitive to the effects of healthy adult ageing despite being sensitive to the effects of frontal lobe dysfunction. These arguments speak against the current "frontal lobe hypothesis of ageing". Studies have demonstrated that the frontal lobes can be subdivided into at least two distinct areas: the dorsolateral and ventromedial prefrontal regions. Current neuropsychological models of ageing have failed to consider that age may differentially affect these regions and assume that there is uniform frontal decline. Autopsy and neuroimaging studies, however, suggest that the dorsolateral region deteriorates earlier and more rapidly than the ventromedial region. Therefore, the aim of this thesis was to outline and test a "dorsolateral" prefrontal theory of cognitive ageing where the dorsolateral functions deteriorate with age earlier and more rapidly than the ventromedial functions. In a series of experiments, age-associated declines in performance were found on all tasks sensitive to dorsolateral prefrontal dysfunction, but not on the majority of tasks sensitive to ventromedial prefrontal dysfunction. An attempt was also made to provide evidence for the specific localisation of the "dorsolateral" and "ventromedial" measures by assessing groups of patients with lesions to different areas of the frontal lobes. Whilst most of the tasks were sensitive to frontal lobe dysfunction, only two of the "dorsolateral" measures were found to be selectively sensitive to the dorsolateral prefrontal region. In conclusion, the profile of spared and impaired abilities in the older groups speaks against the traditional "frontal lobe" interpretation of cognitive ageing and is more supportive of a specific dorsolateral prefrontal theory of cognitive changes with age.
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Hill, Mary. "Social cognitive theory and career development in African-American and Euro-American college students." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osuosu1243026099.
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Smith-Weber, Sheila Marie. "The influence of social cognitive career theory on African-American female adolescents' career development /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924940.
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Nehl, Eric J. "Exploring ethnic specific physical activity correlates among university students using the Social Cognitive Theory." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354904.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Feb. 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2251. Adviser: Mohammad R. Torabi.
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Hutton, Stacy Lynn. "Perceptions of control and social cognitive theory understanding adherence to a diabetes treatment regimen /." Electronic thesis, 2002. http://dspace.zsr.wfu.edu/jspui/handle/10339/193.
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Bettonville, Brian Peter. "COPING AND THE UNIVERSITY: ACADEMIC SATISFACTION AND COPING STYLE IN SOCIAL COGNITIVE CAREER THEORY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1760.
Full textAbstract:
This study investigated the relationship between coping style and academic satisfaction, as well as the role each plays in overall life satisfaction. Further, this study examined the potential utility of coping style within Lent and Brown’s (2006) social cognitive career theory (SCCT) model of work satisfaction. A sample of students in a university setting took a measure to assess coping style, academic satisfaction, life satisfaction, self-efficacy, and goal progress. Results indicated that both problem-focused and avoidance coping styles predicted academic satisfaction individually. Only for problem-focused coping was this relation strong enough for academic satisfaction to partially mediate the direct effect on life satisfaction. Coping styles did not explain variance above and beyond the SCCT variables of goal progress and self-efficacy. This study supports the existing model of work satisfaction in SCCT, and offers preliminary evidence for full mediation of coping styles’ effects on satisfaction by stress and goal progress.
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Strachan, Shaelyn. "An Identity Theory and Social Cognitive Theory Examination of the Role of Identity in Health Behaviour and Behavioural Regulation." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/729.
Full textAbstract:
The self has been identified as the ?psychological apparatus that allows individuals to think consciously about themselves? (Leary & Price Tangney, 2003, p. 8). Further, the self has been identified as a worthwhile construct of investigation in relation to health behaviour (Contrada & Ashmore, 1999). Two self-related variables that have been useful in the study of health behaviour are identity (e. g. Anderson, Cychosz, & Franke, 1998; Petosa, Suminski & Hortz, 2003; Storer, Cychosz, & Anderson, 1997) and self-efficacy (Maddux, Brawley & Boykin, 1995). Identity Theory posits that individuals regulate their behaviour in a manner that is consistent with their goal identity (Gecas & Burke, 2003). Social Cognitive Theory provides a means of measuring social cognitions that may be important in behavioural regulation relative to identity. Further, self-efficacy beliefs may influence individuals? persistence at aligning their identity and behaviour. Research to date has investigated the link between identity and exercise (e. g. Anderson, Cychosz & Franke, 1998; Petosa, et al. , 2003). Further, researchers are beginning to investigate the link between identity and other health behaviours (e. g. Armitage & Conner, 1999; Kendzierski and Costello, 2004; Storer, Cychosz, & Andersen, 1997). However, research has not utilized the predictive frameworks offered by Identity Theory and Social Cognitive Theory to investigate the relationships between identity, behaviour and behavioural regulation. Study One investigated the role of identity and self-efficacy beliefs in the maintenance of vigorous physical activity. Results were consistent with both Identity Theory and Social Cognitive Theory. Individuals who strongly identified with the runner identity expressed stronger task and self-regulatory efficacy beliefs. They also exercised more frequently and for longer durations than did those who only moderately identified with running.
Study Two further explored the relationship between exercise identity, exercise behaviour and the self-regulatory processes involved in behavioural regulation. Identity Theory and Social Cognitive Theory were used as guiding frameworks for this investigation. High and moderate exercise identity groups were compared in term of their affective and cognitive reactions to a hypothetical behavioural challenge to exercise identity. Consistent with Identity Theory, results indicated that participants appeared to be regulating their behaviour in a manner that was consistent with their exercise identity. Specifically, in response to the behavioural challenge to identity, high exercise identity participants, in contrast to their moderate counterparts, showed (a) less positive and (b) greater negative affect about the challenge, (c) higher self-regulatory efficacy for future exercise under the same challenging conditions, (d) stronger intentions for this future exercise, as well as for (e) using self-regulatory strategies to manage the challenging conditions and (f) intending to exercise more frequently under those conditions.
Study Three investigated whether identity with healthy eating could also be useful in understanding behaviour and behavioural regulation. Similar to Study Two, extreme healthy-eater identity groups? reactions to a hypothetical behavioural challenge to identity were compared. Results were similar to Study Two. Participants responded in a manner that suggested that they would regulate their future behaviour relative to their healthy-eater identity. In response to the behavioural challenge to identity, individuals who highly identified as healthy-eaters expressed less (a) positive affect, greater (b) negative affect, (c) self-regulatory efficacy for managing their healthy eating in the future challenging weeks, (d) intentions to eat a healthy diet, (e) generated more self-regulatory strategies and had (f) stronger intentions to use those strategies in future weeks under the same challenging conditions than did individuals who moderately identified themselves as healthy-eaters. Further, prospective relationships between healthy-eater identity and social cognitive variables, and healthy eating outcomes were examined. As was found in Study One in the context of exercise, healthy-eater identity and social cognitions predicted healthy eating outcomes.
Taken together, the three studies suggest that identity may be important in understanding health behaviours and the regulation of these behaviours. Also, the present findings support the compatible use of Identity Theory and Social Cognitive Theory in the investigation of identity and health behaviour.