Predictors of student defenders of peer aggression victims: Empathy and social cognitive factors

2011 ◽  
Vol 35 (4) ◽  
pp. 289-297 ◽  
Author(s):  
Kirstin Barchia ◽  
Kay Bussey
Keyword(s):  
Longitudinal Study ◽  
Collective Efficacy ◽  
Social Cognitive ◽  
Efficacy Beliefs ◽  
Cognitive Factors ◽  
White Adolescents ◽  
Peer Aggression ◽  
Over Time

Despite wide recognition of the important role of student bystanders in influencing peer aggression in schools, little is currently known about what influences students to intervene in defense of peer aggression victims. This longitudinal study involving 1,167 primarily white adolescents (aged 12—15 years, 613 females) investigated the role of social cognitive factors and empathy as predictors of students defending victims of peer aggression. High levels of collective efficacy beliefs in the ability of students and teachers to work together to stop peer aggression were associated with higher frequency of defending behavior over time. For girls, empathy was also associated with defending over time.

scholarly journals To sext or not to sext. The role of social-cognitive processes in the decision to engage in sexting

2021 ◽  
Vol 38 (4) ◽  
pp. 1410-1429
Author(s):  
Claire Wilson ◽  
Tommy van Steen ◽  
Christabel Akinyode ◽  
Zara P. Brodie ◽  
Graham G. Scott
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Relationship Status ◽  
Injunctive Norm ◽  
The Social ◽  
And Behavior ◽  
Insight Into

Technology has given rise to online behaviors such as sexting. It is important that we examine predictors of such behavior in order to understand who is more likely to sext and thus inform intervention aimed at sexting awareness. We used the Theory of Planned Behavior (TPB) to examine sexting beliefs and behavior. Participants (n = 418; 70.3% women) completed questionnaires assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive), control perceptions (self-efficacy and controllability) and intentions toward sexting. Specific sexting beliefs (fun/carefree beliefs, perceived risks and relational expectations) were also measured and sexting behavior reported. Relationship status, instrumental attitude, injunctive norm, descriptive norm and self-efficacy were associated with sexting intentions. Relationship status, intentions and self-efficacy related to sexting behavior. Results provide insight into the social-cognitive factors related to individuals’ sexting behavior and bring us closer to understanding what beliefs predict the behavior.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs Among Other Social-Cognitive Factors

2012 ◽  
Vol 83 (3) ◽  
pp. 311-336 ◽  
Author(s):  
Matthew Soldner ◽  
Heather Rowan-Kenyon ◽  
Karen Kurotsuchi Inkelas ◽  
Jason Garvey ◽  
Claire Robbins
Keyword(s):  
Social Cognitive ◽  
Cognitive Factors ◽  
Stem Disciplines ◽  
Learning Programs

scholarly journals Assessing the Role of Collective Efficacy Beliefs During Participative Occupational Health Interventions

2021 ◽  
Vol 9 ◽  
Author(s):  
Marco Kuchenbaur ◽  
Richard Peter
Keyword(s):  
Occupational Health ◽  
Collective Efficacy ◽  
Efficacy Beliefs ◽  
Clinical Trial Registration ◽  
Psychosocial Environment ◽  
Efficacy Expectations ◽  
Randomized Intervention ◽  
Cluster Randomized ◽  
Randomized Intervention Study

Background: For group-based participatory interventions in the context of occupational health, no questionnaires exist to assess the participants' active engagement in the interventions. On the basis of the construct of collective efficacy beliefs, this study has developed a questionnaire with which the group-related efficacy beliefs can be assessed as a precondition for participants actively engaging in participative interventions.Methods: Participants were drawn from a two-arm cluster-randomized intervention study to fill out the questionnaire. A Factor analysis and an initial psychometric calibration were performed. In a second step, the group-related properties of the questionnaire were validated using a Multilevel analysis.Results: The factorial structure of the questionnaire is consistent with the theory of efficacy beliefs according to A. Bandura. Furthermore, the collective efficacy expectations of the interventions' participants are lowered in the absence of appreciation and support in the psychosocial environment of the worksite.Conclusions: Assessing participant's quality of interventional activity in participatory interventions by collective efficacy can be valuable in understanding the amount of interventional activity. In addition, it is recommended to consider the influence of the worksite's psychosocial environment on collective efficacy beliefs when implementing participatory interventions.Clinical Trial Registration: Registration trial DRKS00021138 on the German Registry of Clinical Studies (DRKS), retrospectively registered on 25 March, 2020.

scholarly journals A LONGITUDINAL STUDY OF ADVANCED LEARNERS’ LINGUISTIC DEVELOPMENT BEFORE, DURING, AND AFTER STUDY ABROAD

2020 ◽  
Author(s):  
Kevin McManus ◽  
Rosamond Mitchell ◽  
Nicole Tracy-Ventura
Keyword(s):  
Longitudinal Study ◽  
Study Abroad ◽  
Degree Program ◽  
Advanced Learners ◽  
Linguistic Development ◽  
Linguistic Ability ◽  
Academic Year ◽  
Over Time

The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home)influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree program. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis (CAFL). Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy-complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners’ linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.

scholarly journals A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad

2020 ◽  
Author(s):  
Kevin McManus ◽  
Rosamond Mitchell ◽  
Nicole Tracy-Ventura
Keyword(s):  
Longitudinal Study ◽  
Study Abroad ◽  
Advanced Learners ◽  
Linguistic Development ◽  
Degree Programme ◽  
Linguistic Ability ◽  
Academic Year ◽  
Over Time

Abstract The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree programme. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis. Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy–complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners’ linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.

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