scholarly journals Meta-Analyses of Sex Differences in Responses to Sexual Versus Emotional Infidelity: Men and Women are More Similar than Different

2019 ◽  
Author(s):  
Christopher Carpenter
Keyword(s):  
Romantic Relationships ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Sexual Infidelity ◽  
Men And Women ◽  
Emotional Infidelity ◽  
Lesbian And Gay ◽  
The Social ◽  
Meta Analyses ◽  
Continuous Measures

From 54 articles, 172 effect sizes were meta-analyzed to determine whether men and women are differentially distressed by emotional versus sexual infidelity. Predictions were derived and tested from an evolutionary psychology (EP) perspective, a social–cognitive perspective, and the double-shot perspective. The data were not consistent with the EP predictions because men tended to respond in the predicted manner in only the U.S. student samples, whereas the rest of the data were largely consistent with the social–cognitive theory. Specifically, both sexes tended to be more upset by emotional than sexual infidelity when forced to choose which type of infidelity was more distressing. Both sexes indicated that sexual infidelity was more distressing than emotional when asked to rate their level of distress separately for each using continuous measures. The lesbian and gay samples were mostly consistent with the double-shot hypothesis because they tended to respond based on stereotyping grounded in the sex of their partner, paralleling heterosexuals in this regard. Analysis of the scenarios designed to test the double-shot hypothesis found somewhat smaller effects when the possibility of both types of infidelity was ruled out. These findings suggest that professionals seeking to address problems associated with jealousy in romantic relationships would profit from avoiding sex-linked assumptions about which aspect of infidelity is likely to be more upsetting.

scholarly journals Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?

2020 ◽  
Author(s):  
Marion Reindl ◽  
Burkhard Gniewosz ◽  
Markus Dresel
Keyword(s):  
Longitudinal Study ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intrinsic Value ◽  
Same Sex ◽  
Academic Values ◽  
Final Sample ◽  
The Social ◽  
Other Regarding

Abstract Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads and 116 male dyads). Results of actor-partner-interdependence models indicated that friends reinforce each other regarding the intrinsic value and initiate change regarding the emotional cost. Moreover, female and male friendship dyads did not differ in the strength of influence on academic values. Results were discussed in terms of selection and socialization effects regarding friendships.

Applying Behavioral Theories to a Social Marketing Campaign

2007 ◽  
Vol 13 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jami L. Fraze ◽  
Maria Rivera-Trudeau ◽  
Laura McElroy
Keyword(s):  
Diffusion Of Innovation ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Hiv Transmission ◽  
Social Marketing Campaign ◽  
Prevention Messages ◽  
Behavioral Theories ◽  
The Social ◽  
Innovation Model

In 2003, the Centers for Disease Control and Prevention began developing a social marketing campaign, Prevention IS Care, to encourage physicians to routinely screen HIV-infected patients for HIV transmission behaviors and to deliver HIV prevention messages. The planning team selected behavioral theories on the basis of formative research conducted during 2004–2005 and integrated these theories into the social marketing framework. The team decided to use the diffusion of innovation model and social cognitive theory. They selected as their target audience primary care and infectious disease physicians in private practice who deliver care to 50 or more persons living with HIV (PLWH). The social marketing framework, the diffusion of innovation model, and the social cognitive theory facilitated the development of this audience-centered campaign and provided elements that may encourage physicians to adopt the innovation: routine screening of HIV-infected patients for HIV transmission behaviors and delivery of HIV prevention messages during office visits.

scholarly journals Determinants of the Attitude of Vocational High School Students in Using Computers in Jeneponto Regency

2021 ◽  
Vol 58 (1) ◽  
pp. 419-427
Author(s):  
Grace T. Pontoh Et al.
Keyword(s):  
High School Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Survey Method ◽  
Vocational High School ◽  
School Students ◽  
Statistical Software ◽  
Positive Attitudes ◽  
The Social ◽  
Technological Developments

The purpose of this study was to analyze the attitudes of students towards the use of computers as one of the subjects in school. This research used a survey method with data collection techniques by questionnaires with a sample of 210 students and data analyzed using AMOS statistical software. The results indicate: (1) CSE had an influence on attitudes through PEOU; (2) CA has an influence on attitudes through PEOU; (3) PE has an influence on attitudes through PEOU; and (4) PEOU has an influence on attitudes in using computers. This research contributes to the progress of science and technology with TAM and the Social Cognitive Theory which theoretically can provide evidence and support for the advancement of research in the scope of behavioral accounting. Also teachers can form positive attitudes of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.

Can Undergraduate Students Help Change Older Adults’ Confidence for Making Nutrition-Related Decisions in a 45-Minute Nutrition Workshop?

2021 ◽  
pp. 1-4
Author(s):  
Rakhshan Kamran ◽  
Giulia Coletta ◽  
Janet M. Pritchard
Keyword(s):  
Older Adults ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Community Members ◽  
Age Related ◽  
Dietary Choices ◽  
The Social ◽  
The Impact

Purpose: The Social Cognitive Theory (SCT) suggests health behaviour can be modified by enhancing knowledge of health benefits and outcome expectations of changing behaviour, improving self-efficacy (confidence), and developing goals to overcome barriers to behaviour change. This study aimed to determine the impact of student-led nutrition workshops on participants’ confidence related to SCT constructs for making dietary choices that align with evidence-based nutrition recommendations. Methods: Level-4 Science students developed and delivered 9 workshops on nutrition recommendations for the prevention and management of age-related diseases. Participants attending the workshops completed pre- and post-surveys to assess SCT constructs. For each SCT construct, participants rated their confidence on a 10-point Likert scale. The number (%) of participants who rated their confidence as ≥8/10 on the pre- and post-surveys were compared using the χ2 test. Results: Sixty-three community members (60% female, mean ± SD age 71 ± 7 years) attended the workshops. The number of participants rating confidence as ≥8/10 for each SCT construct increased after the workshops (P < 0.05). Conclusion: Undergraduate students can positively influence community members’ confidence for making nutrition-related decisions. Involving students in interventions where SCT-structured workshops are used may help conserve health care resources and reach older adults who may not have access to dietitian services.

How Social Factors Influence Implicit Knowledge Construction on the Internet

2015 ◽  
pp. 205-215
Author(s):  
Albena Antonova
Keyword(s):  
Social Factors ◽  
Knowledge Construction ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Primary Source ◽  
Implicit Knowledge ◽  
Internet Communication ◽  
Knowledge Processes ◽  
The Social ◽  
The Impact

The influence of Internet on knowledge acquisition increases as it became the primary source of reference, especially for young generations. Therefore, it is important to understand how social factors and Internet influences not only explicit but also implicit knowledge construction. Several theories explain the impact of the social groups on the knowledge formation as Social Cognitive Theory of Bandura and Lay Epistemic Theory of Kruglanski. Thus, the authors propose an analysis of the implicit knowledge construction processes through the theoretical overview of Internet communication. More specifically, they discuss how the mechanisms of Internet increase the social and group impact on the implicit knowledge processes.

Motivation of the E-Learner

2012 ◽  
pp. 243-262
Author(s):  
Lex McDonald ◽  
Allie McDonald
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Future Research ◽  
Learner Motivation ◽  
Theoretical Approaches ◽  
The Social ◽  
Key Players ◽  
E Learning ◽  
Motivating Factor ◽  
Exploratory Model

The study of motivation in E-learning is an emerging field but there is a paucity of data about what learners and facilitators believe are the important factors involving and sustaining the interest of the learner. It is emphasised that more prominence needs to be given to the key players’ perspectives in balancing what is known about E-learning motivation. In this literature review, consideration is given to how E-learning evolved and impacted upon learners. Theoretical approaches to understanding learning and motivation are discussed and the importance of instructional design as a motivating factor identified. Research concerning the motivational matrix of the E-learner, facilitator, and educational environment is then detailed to provide a context for understanding E-learner motivation. Following this, phenomenologically-oriented research related to learner and facilitator perspectives on what motivates the E-learner is discussed and links to the social cognitive theory are acknowledged. Implications and an exploratory model of E-learners’ motivation are detailed followed by recommendations for future research.

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