Supplemental Material for Understanding Employees’ Unused Vacation Days: A Social Cognitive Approach

2020 ◽  
Keyword(s):  
Social Cognitive ◽  
Cognitive Approach

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

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.

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.

Ragnar Rommetveit: A full life

2020 ◽  
Vol 26 (3) ◽  
pp. 528-539
Author(s):  
Bente Eriksen Hagtvet ◽  
Per Linell ◽  
James V Wertsch ◽  
Astri Heen Wold
Keyword(s):  
Social Cognitive ◽  
Human Cognition ◽  
Second Phase ◽  
Cognitive Approach ◽  
Social Sciences And Humanities ◽  
Message Structure ◽  
1960S And 1970S ◽  
The 1960S ◽  
University Of Oslo ◽  
The University

Over a long professional lifetime, Ragnar Rommetveit contributed to numerous disciplines in the social sciences and humanities, reflecting discussions in global social science and his own unending quest to understand social and individual life. His remarkable career and impact can be outlined in terms of four main phases. The first involved general social psychology in the 1950s and was reflected in Social Norms and Roles (1953/1955). In the second phase during the 1960s and 1970s, he focused on language-related psycholinguistic research leading to publications such as his 1968 volume Words, Meanings and Messages. The third phase came in the 1970s and 1980s and was motivated by his critique of formal linguistics and resulted in his short, magisterial 1974 volume On Message Structure. The fourth phase between 1980 and 2010 focused on “dialogism,” giving rise to works such as his 1992 article “Outlines of a dialogically based social-cognitive approach to human cognition and communication.” Along with his intellectual accomplishments, Rommetveit’s brilliance and generosity inspired students and colleagues at the University of Oslo, as well as from around the world. His capacity to engage with others in unending mediations on communication and mental life ranks among his most important legacies.

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