Relevant bibliographies by topics / Social cognitive theory

Contents

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

Academic literature on the topic 'Social cognitive theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Social cognitive theory"

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Billek-Sawhney, Barbara, and E. Anne Reicherter. "Social Cognitive Theory." Topics in Geriatric Rehabilitation 20, no. 4 (October 2004): 319–23. http://dx.doi.org/10.1097/00013614-200410000-00026.

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Krendl, Anne, and Brea Perry. "SOCIAL COGNITIVE DEFICITS RELATE TO KEY ASPECTS OF OLDER ADULTS' SOCIAL NETWORKS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 240. http://dx.doi.org/10.1093/geroni/igac059.953.

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Abstract Social connectedness confers benefits to older adults’ cognition, including slowing the progression of Alzheimer’s disease (AD). Social connectedness is facilitated by social cognitive function – how people understand, store, and apply information about others – which declines over the lifespan. We examined whether two core social cognitive skills – face memory and theory of mind (the ability to infer others’ mental states) – predicted older adults’ social network structure and composition. Cognitively normal older adults (OA; N=119) and OA with mild cognitive impairment (MCI) or AD (N=96) completed a social network interview, a face memory task, and a theory of mind measure. Social cognitive deficits were highest among OA with MCI and AD. Face memory predicted network size, whereas theory of mind predicted network composition. Neuroimaging results describing OA’s social cognitive deficits are also discussed. Social cognitive function may be an important intervention target for preserving older adults’ social connectedness.
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Bainbridge, William Sims. "Social cognition of religion." Behavioral and Brain Sciences 29, no. 5 (October 2006): 463–64. http://dx.doi.org/10.1017/s0140525x06239104.

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Research on religion can advance understanding of social cognition by building connections to sociology, a field in which much cognitively oriented work has been done. Among the schools of sociological thought that address religious cognition are: structural functionalism, symbolic interactionism, conflict theory, phenomenology, and, most recently, exchange theory. The gulf between sociology and cognitive science is an unfortunate historical accident.
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Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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Zola, Nilma, A. Muri Yusuf, and Firman Firman. "Konsep social cognitive career theory." JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 1 (January 20, 2022): 24. http://dx.doi.org/10.29210/30031454000.

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<em>Social Cognitive Career Theory</em> (SCCT) is a career development model that describes how individual inputs, contextual affordances, and sociocognitive variables influence the establishment of occupational interests, career objectives, and behaviors. SCCT emphasizes the relevance of learning experiences, self-efficacy, and outcome expectations in the career development process, and is based on Bandura's social cognitive theory. SCCT is also interested in the relationships between sociocognitive characteristics, professional interests, and other career outcomes, as well as race/ethnicity, gender, and predispositions. Existing research generally supports specific SCCT approaches; nevertheless, a study of the literature found significant SCCT research limitations. The goal is for counselors to have a better grasp of the complicated mechanisms through which people establish career interests.
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Schunk, Dale H., and Maria K. DiBenedetto. "Motivation and social cognitive theory." Contemporary Educational Psychology 60 (January 2020): 101832. http://dx.doi.org/10.1016/j.cedpsych.2019.101832.

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Retno Anggraini, Francisca Reni, and Fransiscus Asisi Joko Siswanto. "ETHICAL LEADERSHIP FOR INTERNAL AUDITOR: AN EXAMINATION OF SOCIAL COGNITIVE THEORY." Jurnal Akuntansi dan Keuangan Indonesia 16, no. 2 (December 31, 2019): 165–79. http://dx.doi.org/10.21002/jaki.2019.09.

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Abstract This study aims to empirically examine the influence of subjective norms, behavioral control, and intention on the attitude of internal auditors to report fraud with ethical leadership as a moderating variable. This study used a scenario-based survey of internal auditors working in state-owned and mid-level private companies. The sample was chosen by the non-random method because the sample was taken from the participants of the SNIA (National Internal Auditor Symposium) and in total, 117 respondents were gathered as valid samples. Data were analyzed using Warp PLS 4.0. This study proves that subjective norms and behavioral control have a positive effect on the attitude of internal auditors to report fraud, while intention has a negative influence on the attitude. Ethical leadership strengthens the positive influence of subjective norms and behavioral control on the attitude of the internal auditors. It also reinforces the negative influence of intention on the internal auditors’ attitude. This research supports a model of integration between Theory of Planned Behavior and Social Cognitive Theory, which states that the environment, in this case ethical leadership, influences the internal auditor's cognition in making ethical decisions. However, this study cannot prove that ethical leadership can reduce the negative influence of intention on the attitude of internal auditors to report fraud.
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Bandura, Albert. "Social Cognitive Theory: An Agentic Perspective." Psychology: the Journal of the Hellenic Psychological Society 12, no. 3 (October 15, 2020): 313. http://dx.doi.org/10.12681/psy_hps.23964.

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Wood, Robert, and Albert Bandura. "Social Cognitive Theory of Organizational Management." Academy of Management Review 14, no. 3 (July 1989): 361. http://dx.doi.org/10.2307/258173.

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Turner, Stephen. "COGNITIVE SCIENCE, SOCIAL THEORY, AND ETHICS." Soundings: An Interdisciplinary Journal 90, no. 3-4 (2007): 135–60. http://dx.doi.org/10.2307/41179152.

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Dissertations / Theses on the topic "Social cognitive theory"

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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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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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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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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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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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Books on the topic "Social cognitive theory"

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

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

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

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

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Harmon-Jones, Eddie, and Judson Mills, eds. Cognitive dissonance: Progress on a pivotal theory in social psychology. Washington: American Psychological Association, 1999. http://dx.doi.org/10.1037/10318-000.

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Congresso italiano di sistemica (2nd 2001 Trento, Italy). Emergence in complex, cognitive, social, and biological systems. New York: Kluwer Academic/Plenum, 2002.

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Pierre, Courtial Jean, ed. Science cognitive et sociologie des sciences. Paris: Presses universitaires de France, 1994.

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Book chapters on the topic "Social cognitive theory"

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

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Sheu, Hung-Bin, and Laura Phrasavath. "Social cognitive career theory." In Contemporary Theories of Career Development, 47–60. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-6.

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Brown, Steven D., and Robert W. Lent. "Social cognitive career theory." In Career psychology: Models, concepts, and counseling for meaningful employment., 37–57. Washington: American Psychological Association, 2023. http://dx.doi.org/10.1037/0000339-003.

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Conference papers on the topic "Social cognitive theory"

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

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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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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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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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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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"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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Herdjiono, Irine, Gerzon Maulany, Benediktus Elnath Aldy, and Fitriani Fitriani. "Designing an Entrepreneurial University Model With Social Cognitive Theory Approach." In 8th International Conference of Entrepreneurship and Business Management Untar (ICEBM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200626.039.

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Ramos-Sandoval, Rosmery, and Jano Ramos-Diaz. "PERUVIAN WOMEN IN ENGINEERING: A SOCIAL COGNITIVE CAREER THEORY APPROACH." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1694.

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Reports on the topic "Social cognitive theory"

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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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López Bóo, Florencia, and Nicolás Ajzenman. 10 Lessons About Behavioral Economics for Policy Making in the Social Sector. Inter-American Development Bank, September 2018. http://dx.doi.org/10.18235/0008045.

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Behavioral Economics is the science of evaluating psychological, cognitive, emotional, cultural and social factors and their impact on economic decisions. Enhancing our knowledge on Behavioral Sciences and their impact on public policies is a priority. The present document explores this intersection and offers 10 lessons for policy making in the social sector.
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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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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "
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Stall, Nathan M., Yoshiko Nakamachi, Melissa Chang, Shiran Isaacksz, Christa Sinclair Mills, Elizabeth Niedra, Camille Lemieux, et al. Mobile In-Home COVID-19 Vaccination of Ontario Homebound Older Adults by Neighbourhood Risk. Ontario COVID-19 Science Advisory Table, March 2021. http://dx.doi.org/10.47326/ocsat.2021.02.19.1.0.

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Homebound individuals face substantial barriers to receiving COVID-19 vaccines as they cannot or rarely leave their homes because of medical, psychiatric, cognitive, functional, transportation-related and social reasons. There are at least 75,000 Ontarians aged 65 years and above who are homebound, with the majority being women and people aged 85 years and above. Much of this older homebound population requires mobile in-home COVID-19 vaccination, which could be prioritized by residence in high SARS-CoV-2 risk neighbourhoods.
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7

Röders, Jonathan. Research Brief: Moral Injury and Repair Among Formerly Armed Actors. Trust After Betrayal, June 2023. http://dx.doi.org/10.59498/38489.

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This research brief focuses on moral injury (MI) among formerly armed actors (FAAs), the cognitive and emotional response that may occur in a person who has witnessed, perpetrated, or failed to prevent acts that go against their moral or ethical beliefs. Unlike post-traumatic stress disorder (PTSD), MI is not widely recognised as a distinct clinical condition, yet it poses significant obstacles to the mental well-being and successful (re)integration of FAAs. The brief explores how morally injurious events challenge healthy self-perceptions and clash with societal expectations, leading to a severe cognitive dissonance in affected FAAs. It examines the impact of MI on military veterans and non-state armed actors, and highlights its potential psychological consequences such as social withdrawal, substance abuse, depression and violent behaviour. The research brief argues that MI deserves attention in psychosocial counseling within (re)integration programs for FAAs. It thus proposes a framework for integrating moral repair into existing FAA mental health treatment programmes, recognising the importance of addressing chronic and intrusive feelings of shame, guilt, and remorse resulting from MI.
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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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Borgès Da Silva, Roxane. COVID-19 : Comprendre et agir sur l’acceptabilité sociale des mesures de santé publique. CIRANO, May 2022. http://dx.doi.org/10.54932/izck1391.

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As of May 14, masks will no longer be required to be worn in indoor public places such as businesses, schools and daycares. It will continue to be required in public transportation, hospitals, medical clinics and CHSLDs. A survey conducted by the Institut national de santé publique du Québec from April 15 to 27 shows that two-thirds of respondents still intend to continue wearing the mask. But in reality, how will Quebecers react? What will be their motivations? How can we ensure that they make informed choices based on their circumstances and the objective risk factors they - and those around them - face? And how do we avoid the ostracization of those who will continue to wear the mask? Research inspired by experimental economics provides insight into the role that awareness and improved knowledge of the real risks associated with COVID-19 can play in people's intentions and reactions following the implementation - or removal - of various measures. This short text presents the results of two experimental studies conducted in the specific context of the reopening of schools in September 2020. These studies allow us to draw two main conclusions about the social acceptability of health measures and individual choices in the face of the pandemic: It is essential to provide valid, accurate, and simple sources of information to inform and reassure the population about the risks of developing COVID-19, without causing "cognitive overload." Simple awareness tools, clear and evidence-based information can have an impact on people's perceptions and choices when it comes to their health or that of their loved ones.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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