Gender differences in social cognitive learning at a technological project design

2011 ◽  
Vol 22 (4) ◽  
pp. 451-472 ◽  
Author(s):  
Jon-Chao Hong ◽  
Ming-Yueh Hwang ◽  
Wan-Tzu Wong ◽  
Hung-Chang Lin ◽  
Che-Ming Yau
Keyword(s):  
Gender Differences ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Project Design ◽  
Social Cognitive Learning

scholarly journals Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32
Author(s):  
Indah Nurmahanani
Keyword(s):  
Reading Skills ◽  
Interactive Multimedia ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Early Reading ◽  
Cognitive Approach ◽  
Early Reading Skills ◽  
Social Cognitive Learning ◽  
Skill Scores ◽  
Post Test

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

Multilayer MANET routing with social-cognitive learning

2017 ◽  
Author(s):  
Yalin E. Sagduyu ◽  
Yi Shi ◽  
Tugba Erpek ◽  
Sohraab Soltani ◽  
Sharon J. Mackey ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Cognitive Learning ◽  
Social Cognitive Learning ◽  
Manet Routing

Social Cognitive Learning Theory

2021 ◽  
pp. 4418-4427
Author(s):  
Siena Whitham ◽  
Lindsey Sterling ◽  
Christie Enjey Lin ◽  
Jeffrey J. Wood
Keyword(s):  
Learning Theory ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Social Cognitive Learning ◽  
Social Cognitive Learning Theory ◽  
Cognitive Learning Theory

Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective

2017 ◽  
Vol 7 (2) ◽  
pp. 55-65
Author(s):  
Lalida Sasai
Keyword(s):  
Learning Theory ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Strong Positive Correlation ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Social Cognitive Learning ◽  
Regulated Learning ◽  
Social Cognitive Learning Theory ◽  
Cognitive Learning Theory

AbstractThis study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates students′ use of online portfolios; the influence of online portfolios on students′ SRL skills and vice versa; and the three social cognitive learning theory factors of person, behaviour and environment and their effect on students′ SRL skills across the three phases of forethought, performance, and self-reflection within an online learning environment.

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