scholarly journals Negotiating the Societal and Cultural Impact on a Perpetrator’s Psyche in Elif Shafak’s Honour

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 109-118
Author(s):  
Hina Rafique ◽  
Maryam Tariq ◽  
Saadat Ali Khan
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Personality Development ◽  
Islamic Culture ◽  
Moral Principles ◽  
Behavioral Psychology ◽  
Cognitive Framework ◽  
Turkish Literature ◽  
Social Code ◽  
Honor Killing

The present study focuses on investigating the behavioral psychology of the protagonist, Iskender as a killer from the text Honour by Elif Shafak, a renowned Turkish novelist. Albert Bandura's Social Cognitive Theory (1977) presents the importance of Observational Learning, Imitation, and Modeling in an individual's social learning and personality development. He propounds that behavior, cognition, and other environmental influences: all operate as interacting determinants to influence the development of an individual. Hence, by taking the cognitive framework of Bandura, and by tracking the factors behind the felony committed by Iskender in the name of honor, the researchers have analyzed Iskender’s behavioral psychology and guilt-oriented self. The study showed that Iskender was not criminal by nature but had been forced to act on honor ideology. Honor serves as a social code in Turkish Islamic culture and the analysis shed light on the moral principles or ethos in Turkish society implying that moral degradation and honor-killing practices are an everyday phenomenon in Turkish Islamic culture. The arguments in the study provided a lens to the readers to understand the psyche of the accused; Iskender was a victim of culturally transmitted ideology. Society, culture, and immediate relations served as the powerful influences on him in instigating him to commit this felony. Besides, the analysis exposed the subaltern position of women in Turkish culture. The study is a positive addition to Turkish literature and literature on honor killing.

The Magician, the Savior, and the Cyborg

2021 ◽  
pp. 194-212
Author(s):  
Lucia-Mihaela Grosu-Rădulescu
Keyword(s):  
Young Adult ◽  
Possible Worlds ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Harry Potter ◽  
His Dark Materials ◽  
Female Protagonists ◽  
Behavioral Psychology ◽  
Visual Text ◽  
Gender Specific

The chapter analyses female protagonists in recent young adult movies with a focus on the educational side of such productions. The text approaches femininity and empowerment of three well-known heroines: Hermione (from the Harry Potter series), Lyra (from His Dark Materials Season 1 TV series), and Alita (from Alita: Battle Angel). The chapter centers on the roles played by the three characters in the economy of the respective cinematic productions and on how their girlhood is framed by the visual text. The author's purpose is to unearth interpretations of gender-specific roles that impact the young viewers and their understanding of femininity. The chapter intends to open a conversation about the implication of possible worlds theory and social cognitive theory in interpreting depictions of girlhood in fantasy and Sci-Fi young adult movies. From the magician (Hermione) to the (supernatural) savior (Lyra) and ending with the cyborg (Alita), the analysis will also take into account tenets of feminism, Techno Feminism, and behavioral psychology.

scholarly journals Learning from the Perspectives of Albert Bandura and Abdullah Nashih Ulwan: Implications Towards the 21st Century Education

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 199-218
Author(s):  
Norillah Abdullah ◽  
Sharifah Sariah Syed Hassan ◽  
Mohamed Abdelmagid ◽  
Siti Nazilah Mat Ali
Keyword(s):  
Social Interactions ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Classroom Teaching ◽  
Albert Bandura

A vast existing literature in educational research has been explored on Social Cognitive Theory (SCT) with the focus on addressing self-efficacy, self-regulation and social interactions in learning. This theory is used as a framework to predict behaviours and interventions. However, researchers have managed to comprehend and adopt the theory comprehensively with regards to all the factors involved specifically in the domain of pedagogical potentials in education and metaphysics. Thus, this paper has two-fold purposes. Firstly, this paper seeks to revisit the SCT from Islamic perspectives. Secondly, it attempts to propose a new pedagogical framework adapted from both theories for enhancing classroom teaching and learning. For this, the theoretical approach of Abdullah Nashih Ulwan has been compared and contrasted with an analytical approach by framing the references of the theory and the domain in education and well-being. Based on the analytic summary, this research has adopted comparative holistic visual representation by analyzing the SCT and Islamic perspectives. In consequence, a proposed learning model is given for a comprehensive view from both perspectives. The findings will advocate teachers and researchers when dealing with holistic human behaviour and personality development.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Moral Self-Identity and Character Development

2020 ◽  
pp. 683-707
Author(s):  
Daniel Lapsley ◽  
Timothy S. Reilly ◽  
Darcia F. Narvaez
Keyword(s):  
Social Cognitive ◽  
Character Development ◽  
Cognitive Theory ◽  
Character Strengths ◽  
Historical Context ◽  
Moral Self ◽  
Life Span Development ◽  
Self Identity ◽  
Moral Personality ◽  
Moral Stage

Moral development is a kind of sociopersonality development that has as its aim the disposition to virtue. The developmental grounding of moral personality is in the first months of life and includes neurobiological foundations, the mutual responsive orientation, and dialogic socialization of the moral self. The authors argue that moral self-identity offers integrative possibilities for understanding the life span development of moral personality and for understanding the dispositional and motivational bases of moral behavior, and that social cognitive theory has resources for understanding how the moral self and conscience of infancy is canalized into individual and cultural differences in the schedule and priority of character strengths that are the targets of socialization. Moral self-identity and character are placed in the historical context of the moral stage theory paradigm.

Digital movie piracy: A perspective on downloading behavior through social cognitive theory

2012 ◽  
Vol 28 (3) ◽  
pp. 958-967 ◽  
Author(s):  
Ruud S. Jacobs ◽  
Ard Heuvelman ◽  
Maurice Tan ◽  
Oscar Peters
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory
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