• Title, Summary, Keyword: social cognitive theory

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A study on physical activities by applying a social cognitive theory (사회인지이론을 적용한 신체활동에 관한 문헌고찰)

  • Han, Eun-Ok;Moon, In-Ok
    • The Journal of Korean Society for School & Community Health Education
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    • v.6
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    • pp.117-126
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    • 2005
  • This study attempted to extract a suggestive point to help the design of a program, which is used to promote physical activities, by applying a social cognitive theory based on literature review on the physical activity based on a social cognitive theory. This study considers 10 journal articles that used a social cognitive theory, physical activity, and exercise as the major variable using the EBSCOhost Academic Search Premier and Educator's Reference Desk (ERIC). The type of papers was analyzed using a certain criterion, which can be configured according to the number of each year's papers, characteristics of research subjects, application type of a social cognitive theory, and classification of the application of objects in a social cognitive theory. The characteristics of each year's papers presented no specific characteristics for each year's papers, but the study in 2004 especially presented a high level. The characteristics of research subjects presented four highest cases in the case of the college student, and there were zero cases for children. The application type of studies on physical activities using a social cognitive theory can be largely classified as three types. The results of the measurement using a sectional investigation for SCT objects were 2 cases, the application of SCT for promoting physical activities was 1 case, and the demonstration of evaluation for the effect of SCT objects presented 8 highest cases. Although the social cognitive theory in the characteristics of the classification of object applications can be classified as 10 objects, there were no cases that used 10 all objects, partial applications of the object were measured in 8 studies, and two cases presented no detailed considerations on the object. Most of studies used a part of the object where the application of self-efficacy were measured by 8 highest cases. In addition, there were no measurements on the situation, observation learning, answer and response, and self-management. The elements of attitude, cognitive activity, self-efficacy, and handicaps among the SCT object were commonly used, and studies that the self-efficacy largely affects on the promotion of physical activities presented the main current.

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Social Cognitive Theory and Medical Education: How Social Interactions Can Inform Learning (사회인지이론과 의학교육: 어떻게 사회적 상호작용을 통해 학습이 일어나는가)

  • Kim, Hae Won
    • Korean Medical Education Review
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    • v.22 no.2
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    • pp.67-76
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    • 2020
  • The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

Formalizing the Role of Social Capital on Individuals' Continuous Use of Social Networking Sites from a Social Cognitive Perspective

  • Guo, Yu;Li, Yiwei;Ito, Naoya
    • Asian Journal for Public Opinion Research
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    • v.1 no.2
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    • pp.90-102
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    • 2014
  • By integrating useful insights from social cognitive theory and social capital theory, we aim to develop a model for better understanding people's behaviors related to the use of social networking sites (SNSs) and formalize the role of social capital in individuals' continuous SNS use. Propositions that emphasize the triadic interactive relationships among environmental, personal, and behavioral factors were highlighted in this study. After reviewing previous studies, in this paper we proposed the following: (1) the causation between SNS use and individuals' perceived social capital might be mutual; social capital may not only be the result of media selectivity, but could also be an essential stimulus initiating the start of using SNSs; (2) the influences of SNSs use on the generation of individuals' online social capital might be conditional upon particular patterns of use; (3) both the level of dependence on SNSs and the differentiated patterns of SNSs use vary according to individuals' perceived offline social capital and their personal characteristics, for instance, personality or self-construal, and social anxiety.

Consumers' Abductive Inference Error as Cognitive Impairment

  • HAN, Woong-Hee
    • The Journal of Asian Finance, Economics, and Business
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    • v.7 no.8
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    • pp.747-752
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    • 2020
  • This study examines cognitive impairment, which is one of the results from social exclusion and leads to logical reasoning disorders. This study also investigate how cognitive errors called abductive inference error occur due to cognitive impairment. Present study was performed with 81 college students. Participants were randomly assigned to the group who has experienced social exclusion or to the group who has not experience the social exclusion. We analyzed how the degree of error of abductive inference differs according to the social exclusion experience. The group who has experienced social exclusion showed a higher level of abductive inference error than the group who has not experience. The abductive condition inference value of the group who has experienced social exclusion was higher in the group with the deduction condition inference value of 90% than in the group with the deduction condition inference value of 10%, and the difference was also significant. This study extended the concepts of cognitive impairments, escape theory, cognitive narrowing which are used to explain addiction behavior to human cognitive bias. Also this study confirmed that social exclusion experience increased cognitive impairment and abductive inference error. Future research directions and implications were discussed and suggested.

Effects of a Moderate Drinking Program based on Social Cognitive Theory on College Students with Drinking Problems (문제음주 대학생을 위한 사회인지이론 적용 절주 프로그램의 효과)

  • Kim, Soo Mi;Kim, Hyeon Ok
    • Child Health Nursing Research
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    • v.25 no.2
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    • pp.223-233
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    • 2019
  • Purpose: The purpose of this study was to investigate the effect of the moderate drinking program based on social cognitive theory on changes in the drinking habits of college students with drinking problems. Methods: This study included a total of 68 college students with drinking problems. These participants participated in 10 sessions of a moderate drinking program in which social cognitive theory was applied. Changes in the cognition and behaviors of the participants were then investigated. Results: The moderate drinking program based on social cognitive theory for college students with drinking problems was effective in increasing the subjects' drinking-related knowledge (U=191.50, p<.001), enhancing their drinking refusal self-efficacy(t=8.02, p<.001), and changing their drinking-related attitudes (U=108.50, p<.001), drinking outcome expectancy (t=8.68, p<.001), amount of drinking in a single session ($x^2=25.72$, p<.001), number of drinking sessions per month ($x^2=10.05$, p=.006), and problem drinking behaviors (t=5.77, p<.001). Conclusion: These results can be used to inform a regular on-campus intervention programs for moderate drinking, and to implement education about moderate drinking, thereby increasing the success rate of drinking reduction.

Effects of a Video-Based Infection Control Education Program Applying the Social Cognitive Theory on Caregivers

  • Cho, Hye Young
    • International Journal of Contents
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    • v.15 no.2
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    • pp.20-28
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    • 2019
  • This study was conducted with a non-equivalent control group experimental design to investigate the effects of a video-based infection control program through the application of the social cognitive theory on caregivers. Forty-six caregivers were recruited, with 23 pairs being randomly assigned to the control and experimental groups each. While the experimental group took part in the video-based education, the control group was involved in typical lectures. For two weeks, both groups were educated on the principles of infection control, medical and external handwashing, standard precautions, and quarantine. Their knowledge, performance, and self-efficacy were evaluated before and after the program. There was a significant increase in knowledge (p<.001 and p=.005) and infection control performance (p<.001) in the experimental and control groups. Similarly, self-efficacy, self-regulatory efficacy, task-difficulty preference and confidence significantly increased in the experimental group (p<.001). In the control group, only task-difficulty preference significantly increased (p=.005). Consequently, the online video-based infection control education program applying the social cognitive theory proved effective in improving the caregivers' knowledge and performance in infection control, and their self-efficacy. We suggest the use of this program in effective infection control education for caregivers in the future.

Effects of Walking Program based on Social Cognitive Theory for Office Workers (사무직 근로자를 위한 사회인지이론 기반 걷기 프로그램의 효과)

  • Choi, Hye-Young;Yang, Sook-Ja
    • Korean Journal of Adult Nursing
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    • v.25 no.6
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    • pp.712-724
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    • 2013
  • Purpose: The purpose of this study was to examine the effects of a walking program for office workers in terms of social cognitive theory, walking activities and physiological indexes. Methods: A nonequivalent control group pretest-posttest design was used. The sample consisted of 50 office workers who were identified as having low levels of physical activity according to the International Physical Activity Questionnaire (IPAQ Research Committee, 2005). The participants were recruited from two companies in Seoul. Of the 50 participants, 26 were assigned to the non-equivalent experimental group and 24 to the control group. The walking program consisted of six didactic sessions via e-mail, two individual telecoaching sessions and three support group meetings over ten weeks. Data were analyzed using SPSS 17.0 program. Results: The non-equivalent experimental group reported significantly higher posttest scores in walking activities and adhering to the walking protocol than the control group. There were no differences in reported self-efficacy, outcome expectations, body mass index and blood pressure between the two groups. Conclusion: These findings indicate that a walking program based on social cognitive theory is effective in increasing physical activities for office workers.

Effects of an Intervention of Nutrition Education Program based on Social Cognitive Theory for the Elderly Visiting Public Health Center in Jinhae-Province (보건소 방문 어르신 대상 사회적 인지론 적용한 영양교육의 효과)

  • Seo, Eun Hee
    • The Korean Journal of Food And Nutrition
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    • v.29 no.3
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    • pp.313-326
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    • 2016
  • The aim of this study was to evaluate the effects of a nutrition education program for the elderly at a public health center located in Jinhae city. The one group pretest and posttest design was conducted using self-administered questionnaire survey. Nutrition education lessons based on social cognitive theory (2 hours/lesson, 3 times) were provided to 27 female elderly(${\geq}65$ yrs) for a month. After the nutrition education, number of exercise increased and preference for sweetness decreased significantly (p<0.05). The outcome expectations, the knowledge of nutrition (p<0.001), and behavioral capability (p<0.05) score were significantly increased. There were significant increases in all nutrient intake. NAR was increased significantly in protein, calcium and vitamin C (p<0.01), dietary fiber, iron, zinc, thiamin, niacin and folic acid (p<0.001), and riboflavin (p<0.05). INQ was increased significantly in thiamin, vitamin B6 and niacin (p<0.05), and dietary fiber (p<0.01). The score of nutrition education satisfaction was high (4.52). The results of this study suggested that the nutritional education program based on social cognitive theory had a positive effect on dietary behavior changes, and nutrition intake status among female elderly even after short-term intervention.

Consumers' Overconfidence Biases in Relation to Social Exclusion

  • HAN, Woong-Hee
    • The Journal of Asian Finance, Economics, and Business
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    • v.7 no.7
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    • pp.303-308
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    • 2020
  • Unlike previous studies of overconfidence bias that have been looking for causes of overconfidence bias in human cognitive error or in the desire to view oneself positively, this study presents the cognitive narrowing resulting from the social exclusion experience as the condition of overconfidence bias and investigates the mechanism of cognitive narrowing to overcome the negative emotions from social exclusion, and how overconfidence bias occur due to cognitive narrowing. Current study was performed with 94 undergraduate students. Participants were randomly assigned to social exclusion experience group or non-experience group. We analyzed how the degree of bias of overconfidence differs according to the social exclusion experience. The degree of overconfidence bias of the social exclusion experience group was higher than that of the non-experience group, and the difference was statistically significant. This study extends the concepts of escaping theory and cognitive narrowing to human cognitive bias and confirmed that social exclusion experience increased cognitive narrowing and overconfidence bias. Implications of this research and future research directions were discussed.

Outcome Expectations and Social Entrepreneurial Intention: Integration of Planned Behavior and Social Cognitive Career Theory

  • LUC, Phan Tan
    • The Journal of Asian Finance, Economics, and Business
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    • v.7 no.6
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    • pp.399-407
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    • 2020
  • The paper examines social entrepreneurial intention through outcome expectations. The proposed model incorporates outcome expectations from social cognitive career theory and theory of planned behaviors. The study also introduces a scale for outcome expectations in social entrepreneurship, including solving social problems, innovation, family tradition of social involvement, meaning in life, prestige and social recognition, competitive and favorite job and wealth. A survey of 279 students was conducted through face-to-face structured interviews. The confirm factor analysis and technique of structural equation modeling were used to explore relationships among latent constructs. Research results show that the outcomes impact only through three determinants of theory of planned behavior and do not have significant impact to social entrepreneurial intention. It suggests that outcome expectations may be a flexible factor. Individual outcome expectations can shift to motivations when facing favorable conditions such as family support, government support, etc. The findings suggest that the ability to predict social entrepreneurial intention of attitude toward behavior, subjective norms, and perceived behavioral control. The proposed model in this study contributes importantly to the emerging literature on entrepreneurial intention, particularly to social entrepreneurial intention. This study is also the first quantitative study to measure the impact of outcome expectations on social entrepreneurial intention.