At‐risk children's causal inferences given emotional feedback and their understanding of the excuse‐giving process

1994 ◽  
Vol 8 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Concetta Pastorelli ◽  
Bernard Weiner
Keyword(s):  
At Risk ◽  
Social Cognitive ◽  
Control Sample ◽  
Emotional Instability ◽  
Causal Inferences ◽  
Cognitive Approach ◽  
At Risk Children ◽  
Normal Control Sample ◽  
Peer Nominations ◽  
Low Ability

Italian male school children, ranging in age from 7 to 10 years, were identified as at‐risk children on the basis of self‐reports, teacher questionnaires, and peer nominations assessing aggression, emotional instability, and pro‐social behaviour. Together with a normal control sample, these children participated in two studies guided by attribtional theory. In Study 1, following teacher emotional feedback of anger or sympathy for failure, attributional inferences regarding low ability or lack of effort as the cause of that failure were rated. In Study 2, controllable and uncontrollable causes of a social transgression were given, and participants rated the anticipated anger of the ‘victim’ and their intention to withhold or reveal the cause. Strong effects for both populations that were consistent with attributional predictions were reported. In addition, differences between the inferences, expectations, and behavioural intentions of the populations were found, with at‐risk children being less likely to perceive sympathy as a cue for low ability, and anticipating more anger from others following a transgression, particularly when there was a ‘good’ (i.e. uncontrollable) reason for the broken social agreement. It was contended that the results support the social‐cognitive approach to the understanding of mechanisms of risk and deviancy.

scholarly journals Social Cognitive Orientations, Social Support, and Physical Activity among at-Risk Urban Children: Insights from a Structural Equation Model

2020 ◽  
Vol 17 (18) ◽  
pp. 6745
Author(s):  
Junghyae Lee ◽  
John Hoornbeek ◽  
Namkyung Oh
Keyword(s):  
Social Support ◽  
At Risk ◽  
Indirect Effects ◽  
Structural Equation ◽  
Social Cognitive ◽  
Equation Model ◽  
Direct And Indirect Effects ◽  
At Risk Children ◽  
Exercise Enjoyment ◽  
Cognitive Orientations

This study investigates the effects of cognitive orientations associated with social cognitive theory (SCT) and exercise enjoyment on physical activity (PA) of urban at-risk children, accounting for mediating effects associated with various sources of social support. We use 2016–2017 survey data from 725 school-age children in an urban school district in Akron, Ohio in the United States (US) to inform a structural equation model, which assesses direct and indirect effects of self-efficacy, behavioral intention, and exercise enjoyment on children’s PA, using mediating variables that measure social support that children report receiving from parents, Physical Education (PE) teachers, and peers. We find that self-efficacy and exercise enjoyment have notable direct and indirect effects on the children’s PA. We also find that the support children receive from PE teachers and peers appears to have greater effects on PA than does the children’s reported social support from parents. These findings suggest that children’s social cognitive orientations may influence both sources of perceived social support and the extent to which children engage in PA. While these findings have potential implications for intervention strategies to increase PA among at-risk children, further research is appropriate to improve our understanding of the determinants of PA among at-risk urban children.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

Understanding employees’ unused vacation days: A social cognitive approach.

2020 ◽  
Author(s):  
Lauren Kuykendall ◽  
Lydia Craig ◽  
Melissa Stiksma ◽  
Katie Guarino
Keyword(s):  
Social Cognitive ◽  
Cognitive Approach

Un Kilo de Ayuda

2018 ◽  
Author(s):  
Mary Kay Gugerty ◽  
Dean Karlan
Keyword(s):  
At Risk ◽  
Impact Evaluation ◽  
Health Problems ◽  
Health Data ◽  
Outcome Data ◽  
Monitoring Data ◽  
Program Monitoring ◽  
At Risk Children ◽  
The World ◽  
The Right

This case explores two common challenges facing organizations around the world: how to collect the right amount of data, and how to credibly use outcome data collected during program monitoring. Health promoters at Un Kilo de Ayuda (UKA) in Mexico use regularly collected health data on more than 50,000 children to structure their work, track their progress, and identify at-risk children in time to treat health problems. In this case, readers will assess the tradeoffs between actionability and responsibility that UKA faces in determining how much data to collect. They will also examine the challenges of monitoring data on a program’s outcomes instead of outputs, particularly when it comes to asserting a program’s impact on those outcomes. Finally, readers will propose ways to generate credible data on one of the organization’s programs when plans for an impact evaluation fall through.

Protecting Against Delinquency in Early Adolescence With Nonverbal Intelligence and Neighborhood Social Capital

2021 ◽  
pp. 027243162110203
Author(s):  
Glenn D. Walters
Keyword(s):  
At Risk ◽  
Social Capital ◽  
Protective Factors ◽  
Conduct Problems ◽  
Nonverbal Intelligence ◽  
Neighborhood Social Capital ◽  
At Risk Children ◽  
The Matrix ◽  
Childhood Conduct Problems ◽  
Matrix Reasoning

The goal of this study was to test nonverbal intelligence and neighborhood social capital as protective factors against future delinquency in early adolescent youth placed at risk by virtue of their involvement in childhood conduct problems. Analyzing longitudinal data from 3,028 youth (1,565 boys, 1,463 girls) in one cohort of the Longitudinal Study of Australian Children (LSAC) and 3,682 youth (1,896 boys, 1,786 girls) in a second cohort of the LSAC, nonverbal intelligence, as measured by the Matrix Reasoning subscale of the WISC-IV, displayed a consistent moderating effect on the conduct problems–future delinquency relationship. According to these results, conduct problems were slightly but significantly less likely to lead to delinquency when nonverbal intelligence was high than when it was low or moderate. By shielding at-risk children from future delinquency, protective factors like high nonverbal intelligence may provide a means by which delinquency can be prevented or reduced.

Reducing asthma hospitalisations in at‐risk children: A systematic review

2021 ◽  
Author(s):  
Katherine Y H Chen ◽  
Leanne Saxon ◽  
Colin Robertson ◽  
Harriet Hiscock
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
At Risk Children

Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy

2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Teaching Experience ◽  
The United States ◽  
High Turnover ◽  
Cognitive Approach ◽  
Gender And Age ◽  
Teacher Workforce ◽  
And Mathematics ◽  
Stem Teacher

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.

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