scholarly journals Application of Social Cognitive Theory on The Determinants of Exclusive Breastfeeding Practice in Madiun, East Java

2020 ◽  
Author(s):  
Rezyana Budi Syahputri ◽  
◽  
Pawito Pawito ◽  
Bhisma Murti ◽  
◽  
...  
Keyword(s):  
Health Promotion ◽  
Observational Learning ◽  
Exclusive Breastfeeding ◽  
Self Efficacy ◽  
Positive Attitude ◽  
Role Model ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Outcome Expectation ◽  
Vicarious Learning

Background: Exclusive breastfeeding can reduce child mortality. The achievement of exclusive breastfeeding has not reached the expected number due to various factors. This study aims to examine the determinants of exclusive breastfeeding practice in Madiun, East Java. Subjects and Method: A cross-sectional study was carried out in Madiun, from February to May 2020. A sample of 200 lactating mothers was selected randomly. The dependent was exclusive breastfeeding. The independent variables were health promotion program, observational learning, role model, vicarious learning, imitation, positive attitude, outcome expectation, self-regulation, self-efficacy, and reinforcing. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Exclusive breastfeeding increased with following health promotion in exclusive breastfeeding program (OR= 2.76; 95% CI= 1.05 to 7.25; p= 0.039), high observational learning (OR= 3.33; 95% CI= 1.27 to 8.71; p= 0.014), strong role model (OR= 3.43; 95% CI= 1.10 to 10.67; p= 0.033), high vicarious learning (OR= 3.83; 95% CI= 1.31 to 11.12; p= 0.014), strong imitation (OR= 2.98; 95% CI= 1.19 to 7.48; p= 0.020), positive attitude (OR= 3.14; 95% CI= 1.03 to 9.60; p= 0.044), positive outcome expectation (OR= 3.56; 95% CI= 1.30 to 9.79; p= 0.014), strong self-regulation (OR= 2.59; 95% CI= 1.10 to 6.07; p= 0.028), strong self-efficacy (OR= 4.91; 95% CI= 1.84 to 13.11; p= 0.001), and reinforcing (OR=3.42; 95% CI= 1.17 to 10.01; p= 0.024). Conclusion: Exclusive breastfeeding increases with following health promotion in exclusive breastfeeding program, high observational learning, strong role model, high vicarious learning, strong imitation, positive attitude, positive outcome expectation, strong self-regulation, strong self-efficacy, and reinforcing. Keywords: exclusive breastfeeding, health promotion, social cognitive theory Correspondence: Rezyana Budi Syahputri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6282325750134 DOI: https://doi.org/10.26911/the7thicph.02.58

scholarly journals Biopsychosocial Determinants of Tertiary Preventive Behaviors among Patients with Hypertension in Sragen, Central Java

2020 ◽  
Author(s):  
Very Retnowati ◽  
◽  
Pawito Pawito ◽  
Bhisma Murti ◽  
◽  
...  
Keyword(s):  
Observational Learning ◽  
Self Efficacy ◽  
Role Model ◽  
Self Regulation ◽  
Outcome Expectation ◽  
Preventive Behavior ◽  
Vicarious Learning ◽  
Hypertensive Patients ◽  
Central Java ◽  
Learning Reinforcement

Background: Tertiary hypertension prevention is an effort to prevent hypertensive patients from disabilities and complications, which lead to improve their quality of life. The biopsychosocial aspect influences individual behavior in maintaining blood pressure. This study aimed to analyze the biopsychosocial determinants of tertiary prevention behavior in hypertensive patients. Subjects and Method: A cross sectional study was conducted at 25 integrated health posts (posbindu) in Sragen, Central Java. A sample of 200 hypertensive patients was selected by stratified random sampling. The dependent variable was tertiary hypertension preventive behavior. The independent variables were attitude, observational learning, role model, imitation, vicarious learning, reinforcement, self-efficacy, self-regulation, and outcome expectation. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Tertiary hypertension preventive behavior increased with observational learning (b= 1.83; 95% CI= 0.31 to 3.35; p= 0.018), role model (b= 1.95; 95% CI= 0.75 to 3.16; p= 0.001), imitation (b= 2.13; 95% CI= 0.89 to 3.38; p= 0.001), vicarious learning (b= 1.60; 95% CI= 0.23 to 2.96; p= 0.022), reinforcement (b= 2.86; 95% CI= 1.25 to 4.47; p<0.001), self-efficacy (b= 1.99; 95% CI= 0.73 to 3.25; p= 0.002), self-regulation (b= 1.39; 95% CI= 0.18 to 2.61; p= 0.024), outcome expectation (b= 2.37; 95% CI= 0.85 to 3.89; p= 0.002), and positive attitude (b= 1.76; 95% CI= 0.40 to 3.13; p=0.011). Conclusion: Tertiary hypertension preventive behavior increases with observational learning, role model, imitation, vicarious learning, reinforcement, self-efficacy, self-regulation, outcome expectation, and positive attitude. Keywords: hypertension, tertiary prevention, biopsychosocial, social cognitive theory Correspondence: Very Retnowati. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6281548592491 . DOI: https://doi.org/10.26911/the7thicph.02.60

scholarly journals Application of Social Cognitive Theory On Factors Affecting Completeness of Child Immunization: Evidence from Pacitan, East Java

2020 ◽  
Author(s):  
Puspita Mayangsari Prabowo ◽  
◽  
Setyo Sri Rahardjo ◽  
Eti Poncorini Pamungkasari ◽  
◽  
...  
Keyword(s):  
Social Capital ◽  
Social Cognitive Theory ◽  
Family Support ◽  
Self Efficacy ◽  
Health Personnel ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectation ◽  
Vicarious Learning ◽  
Immunization Status

ABSTRACT Background: Every infant is required to receive complete basic immunization before the age of one year. According to UNICEF, around 19.4 million infants do not receive complete basic immunization. The purpose of this study was to examine factors affecting completeness of child immunization using Social Cognitive Theory. Subjects and Method: A cross sectional study was carried out at 25 integrated health posts (posyandu) in Pacitan, East Java, Indonesia. A sample of 200 infants aged 12-23 months was selected by simple random sampling. The dependent variable was basic immunization completeness. The independent variables were intention, knowledge, self-efficacy, outcome expectation, vicarious learning, family support, health personnel support, and social capital. The data were analyzed by a multiple logistic regression rin on Stata 13. Results: Complete immunization status increased with high knowledge (OR= 13.39; 95% CI= 2.12 to 84.39; p= 0.006), strong self-efficacy (OR= 6.05; 95% CI= 1.29 to 28.35; p= 0.022), positive outcome expectation (OR= 15.20; 95% CI= 2.75 to 83.89; p= 0.002), vicarious learning (OR= 4.30; 95% CI= 0.81 to 22.67; p= 0.085), strong family support (OR= 6.36; 95% CI= 1.30 to 31.11; p= 0.022), strong health personnel support (OR= 20.38; 95% CI= 3.16 to 131.36; p= 0.002), strong intention (OR= 43.52; 95% CI= 4.20 to 450.515; p= 0.002), and strong social capital (OR= 4.41; 95% CI=0.98 to 19.85; p= 0.053). Conclusion: Complete immunization status increases with high knowledge, strong self-efficacy, positive outcome expectation, vicarious learning, strong family support, strong health personnel support, strong intention, and strong social capital. Keywords: complete immunization status, social capital, Social Cognitive Theory Correspondence: Puspita Mayangsari Prabowo. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6287859294881. DOI: https://doi.org/10.26911/the7thicph.03.118

Yoga for Psychological Wellbeing in Modern Life and Contexts

2018 ◽  
pp. 316-334
Author(s):  
Ingunn Hagen ◽  
Stine Kofoed ◽  
Usha Nayar
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Relevant Literature ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Wellbeing ◽  
Albert Bandura ◽  
Motivation And Learning

In this chapter, we will address how Yoga may contribute to psychological wellbeing. The chapter will be based on review of relevant literature in the backdrop of the theoretical framework of Self-Efficacy developed by Albert Bandura in his comprehensive ‘social cognitive theory of human motivation and learning'. Illustrations are included from our study: “Yoga to promote young people's mental health and well-being?” First, we will address some current social tendencies that contribute to everyday stress and challenges to people's general wellbeing. Second, we aim to have some conceptual clarification related to the concepts in our title “Yoga for psychological wellbeing”. Third, we will address how Yoga may function as a tool for self-regulation and its relationship with self-efficacy. Fourth, we will describe how Yoga is perceived as a mean to cope with stress. We will discuss how different people use Yoga to cope with stress, and how this partly relates to the role of Yoga as a tool for self-regulation.

Financial Self-Efficacy and the Saving Behavior of JFCP_29_2_A15_357-368-Retirees

2018 ◽  
Vol 29 (2) ◽  
pp. 357-368 ◽  
Author(s):  
Sarah D. Asebedo ◽  
Martin C. Seay
Keyword(s):  
Older Workers ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
The Social ◽  
Saving Behavior ◽  
Financial Characteristics ◽  
The Relationship ◽  
Retirement Study

This study investigates the relationship between financial self-efficacy (FSE) and saving behavior within a sample of 847 U.S. pre-retirees aged 50 to 70 from the Health and Retirement Study. In accordance with the social cognitive theory of self-regulation, results revealed that FSE is positively related to saving behavior after controlling for sociodemographic attributes, financial characteristics, and saving motives. Understanding how FSE contributes to saving behavior is critical as older workers attempt to bridge the retirement saving gap. Financial counselors and planners can help this population save by cultivating and supporting clients’ FSE throughout the financial planning and counseling process.

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

2007 ◽  
Vol 37 (3) ◽  
pp. 267-288 ◽  
Author(s):  
Dianna J. Spence ◽  
Ellen L. Usher
Keyword(s):  
Mathematics Achievement ◽  
Learning Environments ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Online Environment ◽  
And Mathematics ◽  
Computer Self Efficacy ◽  
Mathematics Self Efficacy

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

scholarly journals Keeping an Insecure Career under Control: The Longitudinal Interplay of Career Insecurity, Self-Management, and Self-Efficacy

2020 ◽  
Author(s):  
Aida Alisic ◽  
Bettina S. Wiese
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Early Career ◽  
Self Management ◽  
Mediation Analyses ◽  
Work Related ◽  
Random Intercept ◽  
Career Research

Career insecurity is a central topic in career research because many career paths are characterized by high levels of uncertainty. In academia, individuals face not only high levels of insecurity in the early career phase but also the responsibility of managing their careers by themselves. Building on the motivational theory of life-span development and the social cognitive theory of self-regulation, this longitudinal study investigates the relationship between perceived career insecurity, work-related self-management, and occupational self-efficacy beliefs based on a sample of 3,118 PhD students and PhD holders. We employed the random intercept cross-lagged panel model (RI-CLPM) to separate between-person effects from within-person effects across eight measurement points (6-month time intervals). At the between-person level, career insecurity was negatively correlated with self-management and self-efficacy. At the within-person level, (a) increases in self-management and self-efficacy predicted decreases in subsequent career insecurity, and (b) increases in career insecurity predicted decreases in subsequent self-management and self-efficacy. Mediation analyses showed self-management to reduce career insecurity via increases in self-efficacy.

scholarly journals An Online Physical Activity Intervention for Youth With Physical Disabilities: A Pilot Study

2021 ◽  
Vol 2 ◽  
Author(s):  
Ritu Sharma ◽  
Amy E. Latimer-Cheung ◽  
John Cairney ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Physical Disabilities ◽  
Self Regulation ◽  
Implementation Fidelity ◽  
Post Intervention ◽  
Feedback Questionnaire

Background: Physical activity (PA) interventions are limited in number and reach for youth with physical disabilities (YPD) who experience systemic barriers that may preclude their in-person participation. Further, a lack of theory in the development and evaluation of PA interventions impedes our understanding and replication of active components of behavior change. These limitations pose challenges in the effective promotion of PA in YPD. Theory-based and more inclusive methods of PA intervention delivery must be explored in our efforts to promote PA and overall health in YPD.Methods: A pilot study was conducted to evaluate the feasibility and outcomes of an online, 4-week social cognitive theory-based PA intervention for YPD. Intervention feasibility (implementation fidelity, intervention compliance, and intervention acceptability) was evaluated through manual documentation, weekly feedback questionnaires, and open-ended feedback at 1-month post-intervention. Targeted social cognitive (outcome expectations, self-efficacy [task, self-regulatory, barrier] and self-regulation) and PA behavior outcomes were self-reported at baseline and 1-week and 1-month post-intervention.Results: Sixteen YPD (Mage = 17.4 ± 2.7 years, 69% female) completed the study. Intervention feasibility was supported by high implementation fidelity (100%), high intervention compliance (&gt;90%), and positive ratings on indicators of acceptability for all weeks of the intervention (weekly feedback questionnaire means ranging from 5.74 to 6.19 out of 7). Through open-ended feedback, participants indicated the intervention was easy to use and understand, favorably shifted their self-awareness and personal meaning of PA, and provided value and potential for future use pertaining to the learned self-regulation skills and strategies. Participants also provided formatting and content recommendations for intervention improvement. Repeated measures ANOVAs showed significant and large effect sizes for changes in participants' task (p = 0.01, n2p = 0.28) and barrier (p = 0.02, n2p = 0.24) self-efficacy, goal-setting and planning and scheduling behaviors (ps &lt; 0.001, n2ps = 0.42), and self-reported PA behavior (p = 0.02, n2p = 0.26).Conclusions: An online PA intervention for YPD is feasible and may offer potential benefit through the enhancement of self-efficacy, self-regulation, and PA behavior. Continued research is necessary to understand the efficacy and longer-term outcomes of online, theory-based interventions for YPD as a PA promotion strategy.

scholarly journals Shaping A Student Self Efficacy Academic Through Live Modeling Technique (A Synthesis of Observational Learning in Social Cognitive Theory)

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Ryan Hidayat ◽  
M Ramli
Keyword(s):  
Social Cognitive Theory ◽  
Learning Process ◽  
Observational Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vicarious Experience ◽  
Reciprocal Determinism ◽  
Cognitive Capability ◽  
Life Circumstance

In the perspective of social cognitive theory, humans as an actor that has a cognitive capability to observe, learn, understand, motivate, plan, act and evaluate an achievement or result that has been done. This perspective argues that a human can learn just by observation, although they do not have direct experience to do such specific tasks. This argument has revised a concept of behavioristic about imitation learning Miller and Dollard. Bandura has a viewpoint to have this result in his research with a triadic reciprocal determinism. Peoples has a cognitive function to observe and consideration to make a decision to act in their life circumstance not only reaction form their environment but their also an actor to make their self a decision-maker. So in a learning process, observational learning formed in live modeling. This modeling has an effect of influencing a mindset of the student in their self-belief, such competencies, capabilities to accomplish a task this self-belief known as self-efficacy. In self-efficacy has one source that links with an observational learning process, there is a vicarious experience. This article will describe and discuss a synthesis about live modeling in observational learning, linkage with vicarious experience in self-efficacy, and how to live modeling to shape a student's self-efficacy and a stage in the group counseling process.

scholarly journals Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

2015 ◽  
Vol 4 (3) ◽  
pp. 199 ◽  
Author(s):  
Phyrom Eam
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Interest ◽  
Outcome Expectation ◽  
Research Activities ◽  
Research Outcome ◽  
Terminal Degree ◽  
Interest In Research

<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>

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