Social cognitive theory of gender development and differentiation.

1999 ◽  
Vol 106 (4) ◽  
pp. 676-713 ◽  
Author(s):  
Kay Bussey ◽  
Albert Bandura
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Gender Development ◽  
Development And Differentiation

scholarly journals RETRACTED: Social cognitive theory of gender development and differentiation

2011 ◽  
Vol 15 ◽  
pp. 1188-1198 ◽  
Author(s):  
Milad Khajehpour ◽  
Sayid Dabbagh Ghazvini ◽  
Elham Memari ◽  
Mohammad Rahmani
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Gender Development ◽  
Development And Differentiation

scholarly journals A Brief Review of Cognitive Theories in Gender Development

2015 ◽  
Vol 2 (1) ◽  
pp. 59-66
Author(s):  
Alyssa West
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Active Role ◽  
Schema Theory ◽  
Developmental Theory ◽  
Gender Development ◽  
Gender Schema ◽  
Cognitive Theories ◽  
Gender Schema Theory

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.

PANDANGAN TENTANG PERKEMBANGAN JENDER

2019 ◽  
Vol 10 (1) ◽  
pp. 105-134
Author(s):  
Fatimah Saguni
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Psychoanalytic Theory ◽  
Preschool Age ◽  
Gender Development ◽  
Same Sex ◽  
Gender Behavior ◽  
Social Views

The development of thought and empirical studies among experts on human development has given birth to a variety of diverse theories in accordance with the perspectives of thoughts and personal experiences of experts who built the theory. Two social views about gender are psychoanalytic theory and social cognitive theory. According to social cognitive theory, gender develops through a mechanism consisting of observation, imitation, appreciation, and punishment. According to the cognitive view, interaction between children and the social environment is the main key to gender development. However, the role of reward and punishment cannot be separated from the child's gender development, so that children can understand and determine which gender behavior is appropriate for their gender. Psychoanalytic theory states that children in preschool age tend to experience attraction to parents of different sexes. But at the age of 5-6 years, the child is no longer interested in the opposite parent, on the contrary he will identify himself with parents of the same sex. So that unconsciously, he will have the same gender behavior as parents of the same sex.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Digital movie piracy: A perspective on downloading behavior through social cognitive theory

2012 ◽  
Vol 28 (3) ◽  
pp. 958-967 ◽  
Author(s):  
Ruud S. Jacobs ◽  
Ard Heuvelman ◽  
Maurice Tan ◽  
Oscar Peters
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory

scholarly journals Integrating Theory in Co-design: An Abductive Approach

2021 ◽  
Vol 29 (1) ◽  
pp. 66-77
Author(s):  
Erin Hurley ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Design Process ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Knowledge ◽  
Future Research ◽  
Abductive Inference ◽  
Design Framework ◽  
Research Recommendations

Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

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