Статті в журналах: "Social cognitive theory"

1

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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3

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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4

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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5

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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8

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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9

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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10

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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Turner, Stephen. "COGNITIVE SCIENCE, SOCIAL THEORY, AND ETHICS." Soundings: An Interdisciplinary Journal 90, no. 3-4 (2007): 135–60. http://dx.doi.org/10.5325/soundings.90.3.0135.

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12

Bandura, Albert. "Social Cognitive Theory in Cultural Context." Applied Psychology 51, no. 2 (April 2002): 269–90. http://dx.doi.org/10.1111/1464-0597.00092.

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13

Bandura, Albert. "Social Cognitive Theory: An Agentic Perspective." Asian Journal of Social Psychology 2, no. 1 (April 1999): 21–41. http://dx.doi.org/10.1111/1467-839x.00024.

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14

Wood, Robert, and Albert Bandura. "Social Cognitive Theory of Organizational Management." Academy of Management Review 14, no. 3 (July 1989): 361–84. http://dx.doi.org/10.5465/amr.1989.4279067.

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15

Bandura, Albert. "Human agency in social cognitive theory." American Psychologist 44, no. 9 (1989): 1175–84. http://dx.doi.org/10.1037/0003-066x.44.9.1175.

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16

Cervone, Daniel, William G. Shadel, and Simon Jencius. "Social-Cognitive Theory of Personality Assessment." Personality and Social Psychology Review 5, no. 1 (February 2001): 33–51. http://dx.doi.org/10.1207/s15327957pspr0501_3.

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This article presents a social-cognitive theory of personality assessment. We articulate the implications of social-cognitive theories of personality for the question of what constitutes an assessment of personality structure and behavioral dispositions. The theory consists of 5 social-cognitive principles of assessment. Personality assessments should (a) distinguish the task of assessing internal personality structures and dynamics from that of assessing overt behavioral tendencies, (b) attend to personality systems that function as personal determinants of action, (c) treat measures of separate psychological and physiological systems as conceptually distinct, (d) employ assessments that are sensitive to the unique qualities of the individual, and (e) assess persons in context. These principles are illustrated through a review of recent research. Social-cognitive theory is distinguished from an alternative theory of personality structure and assessment, 5-factor theory, by articulating the strategies of scientific explanation, conceptions of personality structure and dispositions, and the assessment practices that differentiate the approaches.

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17

Bandura, Albert. "Social Cognitive Theory: An Agentic Perspective." Annual Review of Psychology 52, no. 1 (February 2001): 1–26. http://dx.doi.org/10.1146/annurev.psych.52.1.1.

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18

Ratten, Vanessa, and Hamish Ratten. "Social cognitive theory in technological innovations." European Journal of Innovation Management 10, no. 1 (January 30, 2007): 90–108. http://dx.doi.org/10.1108/14601060710720564.

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19

Bandura, Albert. "Social Cognitive Theory of Mass Communication." Media Psychology 3, no. 3 (August 2001): 265–99. http://dx.doi.org/10.1207/s1532785xmep0303_03.

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20

HOWE, R. B. K. "A Social-Cognitive Theory of Desire." Journal for the Theory of Social Behaviour 24, no. 1 (March 1994): 1–23. http://dx.doi.org/10.1111/j.1468-5914.1994.tb00244.x.

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21

Dooley, T. Price, and William D. Schreckhise. "Evaluating Social Cognitive Theory in Action." Youth & Society 48, no. 3 (July 9, 2013): 383–401. http://dx.doi.org/10.1177/0044118x13493445.

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22

Bandura, Albert. "Social cognitive theory of self-regulation." Organizational Behavior and Human Decision Processes 50, no. 2 (December 1991): 248–87. http://dx.doi.org/10.1016/0749-5978(91)90022-l.

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23

Bandura, Albert. "Organisational Applications of Social Cognitive Theory." Australian Journal of Management 13, no. 2 (December 1988): 275–302. http://dx.doi.org/10.1177/031289628801300210.

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24

Turner, Stephen. "Social Theory as a Cognitive Neuroscience." European Journal of Social Theory 10, no. 3 (August 2007): 357–74. http://dx.doi.org/10.1177/1368431007080700.

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25

Chesters, Timothy. "Social Cognition: A Literary Perspective." Paragraph 37, no. 1 (March 2014): 62–78. http://dx.doi.org/10.3366/para.2014.0110.

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The set of procedures called variously mindreading, mentalizing, or social cognition — broadly put, the process by which we know others — is one that literature can dramatize in peculiarly intense ways. This essay describes three accounts of these procedures in current cognitive scientific debate — Theory Theory, Simulation Theory, and Interaction Theory. It is argued that each account alone struggles to capture the strange blend of immediacy and opacity that confronts me when I seek to grasp the minds of others. Through close readings of two literary passages (one by François Rabelais, the other by Victor Hugo), it is further argued that literature can by contrast do exactly this. To read ‘cognitively’ is thus both to reveal and to enlist literature's power to think about thinking.

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26

Rino, Deva Sabrina, Azman Ismail, Tri Kurniawati, and Mely Darni. "Employability in the context of career change: Utilizing social cognitive career theory." Problems and Perspectives in Management 21, no. 2 (June 1, 2023): 459–69. http://dx.doi.org/10.21511/ppm.21(2).2023.43.

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As organizations transform, they adapt to unstable, unpredictable, complex, and ambiguous conditions. This study intends to explore the influence of self-efficacy and work values in determining employability using the choice model of the social cognitive career theory. The purpose of this paper is to investigate affective commitment as an outcome variable in relation to self-efficacy and intrinsic and extrinsic value support mediated by perceived internal and external employability. This paper uses data from 286 employees; the hypotheses were evaluated using partial least squares structural equations modeling. The results of this study support the employability paradox that states that perceived internal employability mediates a positive effect between self-efficacy and affective commitment, while perceived external employability has a negative effect on affective commitment. This study provides further evidence in the literature on employability that self-efficacy and perceived external employability have a significant role in the context of a career change. Intrinsic values support has a detrimental influence on perceived external employability. Extrinsic work values positively affect perceived internal and external employability, while intrinsic work values negatively affect perceived external employability. AcknowledgmentThis study was funded by MBKM Project, Education and Higher Education Ministry, Indonesia. The Human Resources Management and Behavioural Research Group Faculty of Economy, Universitas Negeri Padang, also supported it.

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27

Gallagher, Shaun. "Social cognition and social robots." Mechanicism and Autonomy: What Can Robotics Teach Us About Human Cognition and Action? 15, no. 3 (December 13, 2007): 435–53. http://dx.doi.org/10.1075/pc.15.3.05gal.

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Social robots are robots designed to interact with humans or with each other in ways that approximate human social interaction. It seems clear that one question relevant to the project of designing such robots concerns how humans themselves interact to achieve social understanding. If we turn to psychology, philosophy, or the cognitive sciences in general, we find two models of social cognition vying for dominance under the heading of theory of mind: theory theory (TT) and simulation theory (ST). It is therefore natural and interesting to ask how a TT design for a social robot would differ from the ST version. I think that a much more critical question is whether either TT or ST provide an adequate explanation of social cognition. There is a growing although still minority consensus that, despite their dominance in the debate about social cognition, neither TT nor ST, nor some hybrid version of these theories, offers an acceptable account of how we encounter and interact with one another. In this paper I will give a brief review of the theory of mind debate, outline an alternative theory of social cognition based on an embodied interactive approach, and then try to draw out a few implications about social robotics.

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28

Lavine, Howard, and Bibb Latané. "A Cognitive-Social Theory of Public Opinion: Dynamic Social Impact and Cognitive Structure." Journal of Communication 46, no. 4 (December 1, 1996): 48–56. http://dx.doi.org/10.1111/j.1460-2466.1996.tb01504.x.

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29

Melehin, A. I. "The trajectory change of theory of mind in the elderly." Консультативная психология и психотерапия 24, no. 1 (2016): 24–43. http://dx.doi.org/10.17759/cpp.2016240103.

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Theory of mind is viewed as a cognitive mechanism of social cognition. Features of social cognition and theory of mind are differentiated. Studies of cognitive and affective components of theory of mind in old age are summarized. Heterogeneous changes of theory of mind show that the deficit in the ability to understand the mind of another is not total, but selective. Factors (neuroanatomical, cognitive, psychosocial, etc.) influencing the theory of mind in old age are systematized. Strategies of enhancing theory of mind in old age are described.

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30

Fenici, Marco. "Embodied Social Cognition and Embedded Theory of Mind." Biolinguistics 6, no. 3-4 (November 28, 2012): 276–307. http://dx.doi.org/10.5964/bioling.8921.

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Embodiment and embeddedness define an attractive framework to the study of cognition. I discuss whether theory of mind, i.e. the ability to attribute mental states to others to predict and explain their behaviour, fits these two principles. In agreement with available evidence, embodied cognitive processes may underlie the earliest manifestations of social cognitive abilities such as infants’ selective behaviour in spontaneous-response false belief tasks. Instead, late theory-of-mind abilities, such as the capacity to pass the (elicited-response) false belief test at age four, depend on children’s ability to explain people’s reasons to act in conversation with adults. Accordingly, rather than embodied, late theory-of-mind abilities are embedded in an external linguistic practice.

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31

Froese, Tom, and Shaun Gallagher. "Getting interaction theory (IT) together." Interaction Studies 13, no. 3 (December 19, 2012): 436–68. http://dx.doi.org/10.1075/is.13.3.06fro.

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We argue that progress in our scientific understanding of the ‘social mind’ is hampered by a number of unfounded assumptions. We single out the widely shared assumption that social behavior depends solely on the capacities of an individual agent. In contrast, both developmental and phenomenological studies suggest that the personal-level capacity for detached ‘social cognition’ (conceived as a process of theorizing about and/or simulating another mind) is a secondary achievement that is dependent on more immediate processes of embodied social interaction. We draw on the enactive approach to cognitive science to further clarify this strong notion of ‘social interaction’ in theoretical terms. In addition, we indicate how this interaction theory (IT) could eventually be formalized with the help of a dynamical systems perspective on the interaction process, especially by making use of evolutionary robotics modeling. We conclude that bringing together the methods and insights of developmental, phenomenological, enactive and dynamical approaches to social interaction can provide a promising framework for future research. Keywords: theory of mind; cognitive science; phenomenology; embodied cognition; dynamical systems theory; enactive approach; social cognition; interaction theory; evolutionary robotics

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32

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

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

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33

Kruglanski, Arie W. "Lay Epistemic Theory in Social-Cognitive Psychology." Psychological Inquiry 1, no. 3 (July 1990): 181–97. http://dx.doi.org/10.1207/s15327965pli0103_1.

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34

Lent, Robert W., Gail Hackett, and Steven D. Brown. "Extending Social Cognitive Theory to Counselor Training:." Counseling Psychologist 26, no. 2 (March 1998): 295–306. http://dx.doi.org/10.1177/0011000098262005.

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35

Swearer, Susan M., Cixin Wang, Brandi Berry, and Zachary R. Myers. "Reducing Bullying: Application of Social Cognitive Theory." Theory Into Practice 53, no. 4 (October 2, 2014): 271–77. http://dx.doi.org/10.1080/00405841.2014.947221.

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36

Font, Xavier, Lluis Garay, and Steve Jones. "A Social Cognitive Theory of sustainability empathy." Annals of Tourism Research 58 (May 2016): 65–80. http://dx.doi.org/10.1016/j.annals.2016.02.004.

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37

Martin, Jack, and Jeff Sugarman. "The Social–Cognitive Construction of Psychotherapeutic Change: Bridging Social Constructionism and Cognitive Constructivism." Review of General Psychology 1, no. 4 (December 1997): 375–88. http://dx.doi.org/10.1037/1089-2680.1.4.375-388.

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Self-with-other processing and construction play an important role in human adjustment, development, and change. This idea is critical for an adequate understanding of psychotherapy and psychotherapeutic change. A theory of psychotherapeutic change that combines elements of both social constructionist and cognitive constructivist thought is presented briefly. After reviewing salient examples of both forms of thought as these have manifested in theorizing about psychotherapeutic change, a sampling of original empirical demonstrations is offered in support of the theory. Psychotherapeutic change is described as a process of appropriation and practical application through which clients internalize therapeutic conversations and activities, which they then use as psychological tools to restructure personal theories, experiences, and actions.

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Fernández-Fernández, Roberto, Guillermo Lahera, Beatriz Fernández-Rodríguez, Pasqualina Guida, Clara Trompeta, David Mata-Marín, and Carmen Gasca-Salas. "Social Cognition and Mild Cognitive Impairment in Mid-Stage Parkinson’s Disease." Behavioral Sciences 14, no. 2 (January 29, 2024): 101. http://dx.doi.org/10.3390/bs14020101.

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Mild cognitive impairment (MCI) is a relevant non-motor feature in Parkinson’s disease (PD). Social cognition (SC) is a cognitive domain that refers to the ability to decode others’ intentions and to guide behavior in social contexts. We aimed to compare SC performance in mid-stage PD patients compared to a healthy population and according to their cognitive state. Fifty-two PD patients were classified as being cognitively normal (PD-CN) or having mild cognitive impairment (PD-MCI) following the Movement Disorder Society (MDS) Level II criteria. SC assessment included facial emotion recognition (FER), affective and cognitive theory of mind (ToM), and self-monitoring (RSMS test). Twenty-seven age-matched healthy controls (HC) were enrolled. PD-MCI patients scored worse than HC on affective and cognitive ToM task scores. Only cognitive ToM scores were significantly lower when compared with the PD-MCI and PD-CN groups. We found no differences in FER or self-monitoring performance. There were significant correlations between cognitive ToM and executive functions, memory, language, and attention, whereas FER and affective ToM correlated with memory. Our findings indicates that SC is normal in cognitively unimpaired and non-depressed mid-stage PD patients, whereas a decline in affective and cognitive ToM is linked to the presence of MCI.

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Roberts, David L., Petra Kleinlein, and Bruce Stevens. "An Alternative to Generating Alternative Interpretations in Social Cognitive Therapy for Psychosis." Behavioural and Cognitive Psychotherapy 40, no. 4 (March 16, 2012): 491–95. http://dx.doi.org/10.1017/s1352465812000082.

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Background: Generating alternative interpretations is a widely used technique in cognitively-oriented treatments for psychosis, including social cognitive treatments. However, research on judgment and decision-making suggests that this technique may backfire among individuals with cognitive deficits. Aims: Mary/Eddie/Bill (MEB) was developed as an alternative approach to help improve Theory of Mind, attributional bias and Jumping to Conclusions in psychosis. An initial pilot trial was conducted to evaluate the tolerability and potential efficacy of MEB. Method: Twenty-four outpatients with psychotic disorders participated in an uncontrolled trial. Social cognition, social functioning, and participant feedback were assessed. Results: Treatment completers exhibited statistically significant improvements in Theory of Mind, social cognitive overconfidence and self-reported social engagement, and reported positive experiences with MEB. No improvements were observed in attributional bias. Conclusions: Given that there are risks associated with the use of traditional generating-alternatives techniques, the current findings support ongoing development of MEB and similar approaches.

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West, Alyssa. "A Brief Review of Cognitive Theories in Gender Development." Behavioural Sciences Undergraduate Journal 2, no. 1 (September 14, 2015): 59–66. http://dx.doi.org/10.29173/bsuj288.

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In this paper I review three cognitive theories that attempt to explain the mechanisms and processes through which we develop an understanding of gender. Cognitive-developmental theory, gender schema theory, and social cognitive theory of gender development and differentiation are compared in this article through the exploration of empirical evidence. Cognitive-developmental theory emphasizes the development of cognitive processes which allow for the understanding of gender. Gender schema theory highlights the active role schemas play in acquiring and interpreting gender relevant information, and social-cognitive theory stresses the role of the environment. I found that there is a considerable amount of overlap with the evidence between each theory. Therefore, rather than each theory existing in opposition to one another, there are multiple relevant factors at play concerning both cognition and the social environment in the development of gender. Thus, the main conclusion is that there is a need for greater theoretical integration with regard to understanding gendered development.

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Khoroshilov, D. A. "Social Cognition in the Mirrors of «Cognitive Revolutions»." Social Psychology and Society 8, no. 4 (2017): 55–71. http://dx.doi.org/10.17759/sps.2017080405.

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The article discusses the problem of the social determination of cognition from the point of view of «cognitive revolutions» (R. Harré) in dialogue between psychology, social theory and history, neurobiology and aesthetics. The research inquiry is the cultural-historical analysis of the social representations of the everyday life. The «aesthetic paradigm» (T.D. Martsinkovskaya) uses the art-based methods to study the cultural forms of social cognition. Theoretical discussions are illustrated by the social psychological, clinical and contemporary art research of the mass consciousness of the Russian society at the beginning of the 21st century. The article presents the experience of the genre analysis of the tragedy of culture (G. Simmel), personal drama (L.S. Vygotsky) and comedy of social life (A.P. Chekhov). The final result is a new aesthetic concept of social cognition.

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42

Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.

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Mumper, Micah L., and Richard J. Gerrig. "How Does Leisure Reading Affect Social Cognitive Abilities?" Poetics Today 40, no. 3 (September 1, 2019): 453–73. http://dx.doi.org/10.1215/03335372-7558080.

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Research evidence supports the claim that engagement with works of fiction may benefit readers’ social cognitive abilities of empathy and theory of mind. However, there is little direct evidence to support claims about the causal mechanisms underlying the positive influence of leisure reading. Simulation theory has emerged as the most common explanatory mechanism. We summarize simulation theory and indicate ways in which the theory requires a more concrete instantiation. To provide a contrast to simulation theory, we offer three accounts of the origins of the emotional content of readers’ narrative experiences. Our goal is to highlight the diversity of processes that contribute to readers’ affective responses. Finally, we consider how ordinary processes of learning and memory might explain changes in readers’ social cognition.

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Lin, Chieh-Peng, Chu-Mei Liu, and Wei-Shan Liao. "Being excellent: predicting team performance based on social cognitive theory and social identification theory." Total Quality Management & Business Excellence 31, no. 11-12 (June 24, 2018): 1363–80. http://dx.doi.org/10.1080/14783363.2018.1485483.

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Joule, Robert-Vincent, and Jean-Léon Beauvois. "Cognitive Dissonance Theory: A Radical View." European Review of Social Psychology 8, no. 1 (January 1997): 1–32. http://dx.doi.org/10.1080/14792779643000065.

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Hasking, Penelope, Mark Boyes, and Barbara Mullan. "Reward and Cognition: Integrating Reinforcement Sensitivity Theory and Social Cognitive Theory to Predict Drinking Behavior." Substance Use & Misuse 50, no. 10 (February 23, 2015): 1316–24. http://dx.doi.org/10.3109/10826084.2015.1005315.

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Pakpahan, Farida Hanum, and Marice Saragih. "Theory Of Cognitive Development By Jean Piaget." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 55–60. http://dx.doi.org/10.52622/joal.v2i2.79.

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Although many core themes and concepts unite the field of cognitive development, it is a wide and varied field, particularly when it comes to cognitive development in early. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget’s theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget’s theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant’s capacity. Piaget also neglected cultural and social interaction factors in the development of children’s cognition and thinking ability. Cognitive development occurs at several stages during childhood. As a result, cognitive development studies the nature of child development in terms of how they gain conscious control over their intellect and behavior. Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. Keywords: Cognitive Development, Child Development

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Kurnia, Dede, and Muhammad Ngasifudin. "ANTESEDEN INTENSI WIRAUSAHA BERDASARKAN SOCIAL COGNITIVE CAREER THEORY." Jurnal Ekonomi Bisnis dan Kewirausahaan 10, no. 3 (December 28, 2021): 212. http://dx.doi.org/10.26418/jebik.v10i3.47150.

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ABSTRACTThis study aims to determine and analyze the mediating effect of entrepreneurial outcome expectations and entrepreneurial attitude on the influence of entrepreneurial self-efficacy on entrepreneurial intention. This study uses a quantitative approach with explanatory survey methods. The data collection tool in this study uses a questionnaire. In contrast, in determining the number of samples, this study applied convenience sampling so as obtain 75 young people in district Sukaresik, Tasikmalaya. The analysis technique carried out in this study was regression-based Serial Multiple Mediators using Macro Process software developed by Andrew F. Hayes. The result showed that entrepreneurial self-efficacy to entrepreneurial intention has a direct influence. In addition, entrepreneurial outcome expectations and entrepreneurial attitudes also serially mediate the effect of entrepreneurial self-efficacy on entrepreneurial intentions. The originality of this research is the adaptation of Social Cognitive Career Theory into entrepreneurial intention research which is still relatively rare. This research has a theoretical contribution to research on entrepreneurial intentions, which is still dominated by the theory of planned behavior developed by Icek Ajzen.JEL : M20, A22, I20.Keywords : entrepreneurial outcome expectations, entrepreneurial attitude, entrepreneurial intention. ABSTRAKPenelitian ini bertujuan untuk mengetahui serta menganalisis efek mediasi harapan hasil kewirausahaan dan sikap kewirausahaan pada pengaruh efikasi diri kewirausahaan terhadap intensi wirausaha. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei eksplanotori. Adapun alat pengumpulan data penelitian ini menggunakan kuesioner, sedangkan dalam proses penentuan sampel penelitian ini menerapkan teknik convenience sampling sehingga didapatkan 75 orang pemuda di Kecamatan Sukaresik Kabupaten Tasikmalaya. Teknik analisis data yang dilakukan pada penelitian ini Analisis Mediasi Serial Berbasis Pendekatan Regresi dengan menggunakan Software Macro PROCESS yang dikembangkan oleh Andrew F. Hayes. Hasil temuan ini menunjukkan bahwa efikasi diri kewirausahaan berpengaruh secara langsung terhadap intensi wirausaha, selain itu harapan hasil kewirausahaan dan sikap kewirausahaan juga secara serial memediasi pengaruh efikasi diri kewirausahaan terhadap intensi wirausaha. Orisinalitas dari penelitian ini adalah adaptasi Social Cognitive Career Theory ke dalam riset intensi wirausaha yang masih relatif jarang dilakukan. Penelitian ini memiliki kontribusi teoretis dalam riset-riset intensi kewirausahaan yang selama ini masih didominasi oleh theory planned behavior yang dikembangkan oleh Icek Ajzen.

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Burney, Virginia H. "Applications of Social Cognitive Theory to Gifted Education." Roeper Review 30, no. 2 (April 14, 2008): 130–39. http://dx.doi.org/10.1080/02783190801955335.

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Bussey, Kay, and Albert Bandura. "Social cognitive theory of gender development and differentiation." Psychological Review 106, no. 4 (1999): 676–713. http://dx.doi.org/10.1037/0033-295x.106.4.676.

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