Mediation of social cognitive theory variables in the relationship of exercise and improved eating in sedentary adults with severe obesity

2013 ◽  
Vol 18 (6) ◽  
pp. 714-724 ◽  
Author(s):  
James J. Annesi ◽  
Gisèle A. Tennant
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Severe Obesity ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Impact of Sports Magazine Consumption on Mesomorphic Body Standards and Self-sexualizing Behaviors: A Panel Study of Preadolescent Boys

2018 ◽  
Vol 23 (2) ◽  
pp. 368-394 ◽  
Author(s):  
Ann Rousseau ◽  
Jennifer Stevens Aubrey ◽  
Steven Eggermont
Keyword(s):  
Social Cognitive Theory ◽  
Muscle Mass ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Panel Study ◽  
Reward Sensitivity ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role

The present three-wave panel study of 496 preadolescent boys ( Mage = 11.36, SD = 1.07) examined the impact of sports magazine consumption on mesomorphic body standards and self-sexualizing behaviors (e.g., drinking shakes in order to gain muscle mass, choosing clothing to show off muscles). Grounded in social cognitive theory, we also examined the moderating role of reward sensitivity. Results revealed that boys who consumed more sports magazines at wave 1 (W1) were more likely to report personal mesomorphic standards and perceived mesomorphic standards for men and boys in general at wave 2 (W2). Additionally, W2 personal mesomorphic standards mediated the relationship between sports magazine consumption at W1 and self-sexualizing behaviors at wave 3. Reward sensitivity moderated the relationship between personal mesomorphic standards and self-sexualizing behaviors.

scholarly journals Relationship of social cognitive theory concepts to mothers' dietary intake and BMI

2010 ◽  
Vol 7 (3) ◽  
pp. 241-252 ◽  
Author(s):  
Carol Byrd-Bredbenner ◽  
Jaclyn Maurer Abbot ◽  
Ellen Cussler
Keyword(s):  
Dietary Intake ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Relationship Of

The Relationship of Practice, Attitude, and Perception of Competence in Middle School Physical Education

2016 ◽  
Vol 35 (3) ◽  
pp. 241-250 ◽  
Author(s):  
Kristin Scrabis-Fletcher ◽  
Jennifer Rasmussen ◽  
Stephen Silverman
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Bidirectional Relationship ◽  
Task Time ◽  
Practice Trials ◽  
Student Practice ◽  
Relationship Of ◽  
The Relationship

PurposeGrounded in social cognitive theory this study examined attitude and perception of competence and their relationship with skill practice in middle school physical education.Method:Participants (N = 81) were randomly selected from nine teachers’ classes. Two lessons were videotaped and students completed a middle school perception of competence survey (Scrabis-Fletcher & Silverman, 2010), and a physical education attitude survey (Subramaniam & Silverman, 2000). Student practice trials and task time were coded during skill instruction. A series of different analyses were conducted including descriptive, correlational, and multiple regressions to allow for in-depth understanding of the relationship of student practice and the psychosocial variables of perception of competence and attitude, along with the type and amount of practice occurring in class.Results:Analyses revealed interesting findings about how class time was spent along with a significant correlation for the total number of tasks and appropriate trials per minute and a low correlation between the psychosocial factors and practice variables.Discussion:Including more tasks may increase the number of appropriate practice trials. The sociocognitive bidirectional relationship however, is not predictive in nature and needs to be examined more discreetly from the student, contextual, and teacher perspectives.

The Relationship of Self-Efficacy, Self-Regulation, and Collaborative Verbal Behavior with Grades: Preliminary Findings

1995 ◽  
Vol 77 (3) ◽  
pp. 971-978 ◽  
Author(s):  
Shirley C. Feldmann ◽  
Manuel Martinez-Pons ◽  
Dan Shaham
Keyword(s):  
Verbal Behavior ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
School Year ◽  
Computer Course ◽  
Relationship Of ◽  
The Relationship

In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.

scholarly journals Applications and applicability of Social Cognitive Theory in information science research

2018 ◽  
Vol 51 (4) ◽  
pp. 927-937
Author(s):  
Lyndsey Middleton ◽  
Hazel Hall ◽  
Robert Raeside
Keyword(s):  
Social Cognitive Theory ◽  
Information Seeking ◽  
Social Cognitive ◽  
Information Science ◽  
Cognitive Theory ◽  
Theory Development ◽  
Science Research ◽  
Innovative Work ◽  
Subject Areas ◽  
The Relationship

Social Cognitive Theory is a theory that derives from Psychology yet has been adopted in other interdisciplinary subject areas, including information science. The origins and key concepts of Social Cognitive Theory are presented, and the value of its contributions to information science research analysed, with particular reference to research into information-seeking behaviour and use and knowledge sharing. Prior applications of Social Cognitive Theory in information science research are related to a study of employee-led workplace learning and innovative work behaviour that has been designed to create new insight on: (1) workplace information literacy; (2) knowledge management; and (3) the relationship between information behaviours and innovation processes. It is anticipated that this research will also extend understandings of Social Cognitive Theory as a valuable tool for theory development across a range of domains that focus on learning processes.

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