Social Cognitive Theory

Self-efficacy may be associated with high risk behaviors in climbers operating at outdoor venues, though little is known about climbers recruited at indoor venues or less risky forms of rock climbing. Two-hundred and one active rock climbers (163 male) aged 16 to 62 years were recruited at five outdoor and six indoor climbing venues in Britain in a retrospective study. The relationship of self-efficacy to the frequency and difficulty of high and medium risk rock climbing behaviors was modelled using linear regression. Climbers high in self-efficacy engaged in both high and medium risk forms of rock climbing more frequently (β ≥ 0.18, 95% confidence interval [CI] 0.04 - 0.32) and at a higher level of difficulty (β ≥ 0.20, 95% CI 0.04 - 0.36). These associations were attenuated slightly with adjustment for covariates, though all remained significant. The same pattern of associations was observed for climbers recruited at indoor and outdoor venues, and for male and female climbers. Roc...

Tested the hypothesis that induced conceptions of ability as a stable entity or as an acquirable skill would affect self-regulatory mechanisms governing performance in a simulated organization. Ss served as managerial decision makers in which they had to match employees to subfunctions and to discover and apply managerial rules to achieve a difficult level of organizational performance. Those who performed the challenging managerial task under an entity conception of ability suffered a loss in perceived self-efficacy, lowered their organizational goals, and became less efficient in their analytic strategies. Ss who managed the organization under an acquirable skill conception of ability sustained their perceived self-efficacy, set challenging organizational goals, and used analytic strategies effectively. These divergences in self-regulatory factors were accompanied by substantial differences in organizational performance. Path analysis revealed that perceived self-efficacy had both a direct effect on organizational performance and an indirect effect through its influence on analytic strategies. Personal goals also affected organizational performance through the mediation of analytic strategies. The relation of prior organizational performance to subsequent performance was mediated entirely by the combined influence of the self-regulatory factors.

ABSTRACT. During the 1980's social cognitive theory has evolved
as an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes. The results of a meta-analysis examining studies which employed the construct of self-efficacy as a predictor of health related outcomes is presented. In the literature examined, subject ratings of self-efficacy were found to consistently predict subsequent health related outcomes.

The theoretical part, Part 1:
(if you don’t feel you need the “science”, skip these 70+ pages of annotated references, cites and quotes and go right on to Part 2: the practical application)
1) How did Systematic Desensitization (SD) get started and what’s happened to it in terms of research since those beginnings? How effective is it compared to “other” techniques? How is it done today in human fear, anxiety and phobia treatments?
2) How did Counterconditioning (CC) get started and what’s happened to it in terms of research since those beginnings? How effective is it compared to “other” techniques? How is it done today in human fear, anxiety and phobia treatments?
3) What is SD&CC, how did it get started and what’s happened to it in terms of research since those beginnings? How effective is it compared to “other” techniques? How is it done today in human fear, anxiety and phobia treatments?
4) What OTHER evidence based behavior change techniques are there that we could tap into and how effective are they compared to SD or CC?
5) What other aspects of behavior change have been investigated by science with what evidence, and how could they effect/help what we’re doing?

The practical application part, Part 2:
Showing how the product of all of the above can be transferred for use in so-called canine fear reduction/coping strategies. Lots of “new” (for many of us) ideas, steps-by-steps and demo-videos

What’s new in version 4.5?
Expanded the theoretical part to include annotated tie-ins to the following theories and effects, which are at work in many of the procedures, both old and “new”. These are theories which for the most part were conceived with/by direct observations of them in animals and/or hypothesised and tested with animals in lab situations before being entered into clinical trials:
✦ Evaluative Conditioning
✦ Secure Base Effect/Attachment Theory
✦ Social Referencing
✦ Self-Efficacy
✦ Internal vs External Locus of Control
✦ What the concept of Empowerment consists of, and how it can be implemented
✦ Orienting Response
✦ What is resilience, where did it come from and what does that have to do with fear?
✦ Adding a bit of neuroscience to Social (Cognitive) Learning
✦ Aversive Non-Reward and Frustration Theory and why these can be important to consider
✦ How one can combine Social Learning techniques and various other techniques in “the field”

I also completely reworked the practical exercises having to do with Reinforced Practice

A discussion of the important difference between Reward/Reinforcement and Treats (with a shout-out to Jennifer Arnold’s “All You Need is Love”)

Reworked the practical applications of upgrading Relationship with many games which are well known, but do not depend upon the dichotomy of right vs wrong , i.e. reinforcement vs punishment oriented performance.
Included a section on Resource Guarding and why Participant Modeling is NOT recommended for dogs exhibiting this towards their caretaker(s).

The main  purpose  of  this  paper  is  reviewing  different  research  by  different  scholars  about consumer  acceptance  in  green  products.  In  this  regard,  some  models  and  theories  in  consumer acceptance  have  been  applied  to  contribute  for  proposing  a  new  framework.  It  is  important  to  know all variables are selected based on current conditions of Iran in using green products.

Keywords:  consumer  acceptance;  green  products;  Technology  Acceptance  Model,  Social  Cognitive Theory

A health education program toward smoking prevention was developed, based on four relevant theories (Social Cognitive Theory, Theory of Planned Behavior, Health Belief Model and Persuasion Theory). For the assessment of the program, 8 intervention studies were carried out. The total number of participants was 1230 students for in 9 different elementary, junior and senior high schools. This review shows that the pro- gram was more effective in elementary school than in junior and senior high school. The program was effec- tive in senior high school, when elements about smoking cessation were included. In all intervention studies, knowledge about smoking was improved. Results are discussed according to the effectiveness of the rele- vant psychological theories used in this program. Future directions and implications are discussed.

The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Student...

Bandura’s social cognitive theory is one of the most highly influential and widely celebrated theories in the field of social psychology. Thus, it is no surprise that its influence has extended into multiple fields, including communication and especially the study of media effects. Still, despite the enthusiasm with which media scholars have embraced social cognitive theory, its integration into media research is still in its infancy. The purpose of this chapter is, first, to lay out the historical background and basic tenets of social cognitive theory. We will then explore the ways in which media effects scholars have integrated it into their research and consider the ways in which scholars might build on the existing foundation of social cognitive theory-based media research to better illuminate media effects processes and outcomes.

The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek to bring together accountability demands with the push for improvements in student learning. This article draws on the notion of teaching and assessment as generations informed by diverse theoretical viewpoints. The article pursues three goals. First, it identifies distinct elements of social cognitive theory and the concept of triadic reciprocality in relation to the concepts of student agency and reciprocity between teachers and students’ in-classroom assessment as a learning process. Secondly, the article outlines the transformation of assessment practice over three generations of pedagogical theory. Thirdly, it argues that social cognitive theory offers a recalibrated understanding of assessment as a student-centred learning process.

Psychosocial smoking prevention programs can decrease adolescent smoking initiation. This study determined if the theoretical variables targeted in a psychosocial smoking prevention program can be improved significantly by participation in a smoking prevention program. The Social Cognitive Theory constructs examined included behavioral capability to resist positive images of smoking, refusal skill-efficacy, total positive refusal expectations and importance, and total negative refusal expectations and importance. The smoking prevention program had a significant impact on student refusal skill-efficacy and total positive refusal expectations and importance. However, the program did not affect behavioral capability to resist positive images of smoking and total negative refusal expectations and importance. Results from the study can be used to improve the impact of psychosocial prevention programs on targeted Social Cognitive Theory constructs and support the continued practice of cigarette refusal strategy role-plays, addressing various types of pressure and emphasizing positive outcomes from cigarette refusals.