Smartphone-Induced Digital Distractions

2022 ◽  
pp. 189-203
Author(s):  
Kendall Hartley
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Current Role ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Challenges And Opportunities ◽  
Personal Technology ◽  
The Individual

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

2012 ◽  
Vol 32 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene F. Russ-Eft
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Survey ◽  
Validity And Reliability ◽  
Post Intervention ◽  
Academic Planning ◽  
Self Regulated Learning ◽  
Regulated Learning

The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.

scholarly journals Assessing Student Learning in Academic Advising Using Social Cognitive Theory

2013 ◽  
Vol 33 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene F. Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Academic Planning ◽  
Self Regulated Learning ◽  
Regulated Learning

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and their retrospective pre-intervention self-efficacy as well as pre and post self-regulated learning-strategy levels in academic planning. We used 2 hypotheses to verify that students experienced increased levels of self-efficacy and self-regulated learning through academic planning strategies. The 3rd hypothesis verified a positive, reciprocal relationship between self-efficacy and self-regulated learning in academic planning. We discuss results regarding the theoretical usefulness for applying social cognitive theory to assess student learning outcomes in academic advising.

Exploring Behaviors and Perceptions Affecting the Adoption of Cloud Computing

2013 ◽  
Vol 4 (3) ◽  
pp. 51-68
Author(s):  
Vanessa Ratten
Keyword(s):  
Cloud Computing ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Belief System ◽  
Technological Innovations ◽  
Intention To Adopt ◽  
Computing Services ◽  
Cloud Computing Services

Cloud computing is a technological innovation that has been marketed to consumers as a revolution in the way people store and communicate data information. This paper extends previous research on technology adoption behavior of individuals by focusing on the role of e-business entrepreneurs in facilitating cloud computing services. As there are a number of technology adoption theories that can explain the process, this paper reviews the major innovation theories but focuses on social cognitive theory for its theoretical framework. Social cognitive theory is identified in this paper as being the most appropriate theoretical lens to understand e-business entrepreneurship as it focuses on social learning, which is an important determinant of a person adopting cloud computing services. A theoretical framework is developed based on social cognitive theory, which focuses on the role of mobile marketing, a person’s emotions and belief system on their intention to adopt cloud computing services. The findings from this paper may help to bridge the gap between practical usages of new technological innovations like cloud computing services with the impact of e-business strategies on a person’s behavior. This paper also has a number of managerial implications for technology marketers that include focusing on a person’s emotions and belief system on their intention to adopt e-business technologies. Future research avenues for technology marketers of cloud computing services are stated in the paper that highlight the importance of facilitating e-business entrepreneurs to further develop mobile technological innovations.

scholarly journals A Multilevel Model Examining the Relationships Between Workplace Spirituality, Ethical Climate and Outcomes: A Social Cognitive Theory Perspective

2019 ◽  
Vol 166 (3) ◽  
pp. 611-626 ◽  
Author(s):  
Lilian Otaye-Ebede ◽  
Samah Shaffakat ◽  
Scott Foster
Keyword(s):  
Moral Judgment ◽  
Social Cognitive Theory ◽  
Multilevel Model ◽  
Ethical Climate ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Workplace Spirituality ◽  
Performance Outcomes ◽  
Prosocial Motivation ◽  
The Individual

Abstract The role and influence of workplace spirituality on individual and organisational outcomes continue to draw attention among management scholars. Despite this increased attention, extant literature has yielded limited insights particularly into the impact and influence processes of workplace spirituality on performance outcomes at both the individual and unit levels of analysis. Addressing this gap in research, we proposed and tested a multilevel model, underpinned by social cognitive theory, that examines the processes linking perceptions of workplace spirituality and performance outcomes at the individual and organisational level of analysis. Data were obtained from 51 branches of a retail organisation in the United Kingdom. Results from structural equation modelling analysis revealed three salient findings. First, workplace spirituality was positively related to ethical climate, prosocial motivation, and moral judgment. Second, ethical climate partially mediated the relationship between workplace spirituality and prosocial motivation and moral judgment, respectively. Third, aggregated ethical climate significantly relates to branch-level helping behaviour and service performance.

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.

Social-Cognitive Theory of Personality Assessment

2001 ◽  
Vol 5 (1) ◽  
pp. 33-51 ◽  
Author(s):  
Daniel Cervone ◽  
William G. Shadel ◽  
Simon Jencius
Keyword(s):  
Social Cognitive Theory ◽  
Personality Assessment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Scientific Explanation ◽  
Personality Structure ◽  
Alternative Theory ◽  
Cognitive Principles ◽  
The Individual ◽  
Determinants Of Action

This article presents a social-cognitive theory of personality assessment. We articulate the implications of social-cognitive theories of personality for the question of what constitutes an assessment of personality structure and behavioral dispositions. The theory consists of 5 social-cognitive principles of assessment. Personality assessments should (a) distinguish the task of assessing internal personality structures and dynamics from that of assessing overt behavioral tendencies, (b) attend to personality systems that function as personal determinants of action, (c) treat measures of separate psychological and physiological systems as conceptually distinct, (d) employ assessments that are sensitive to the unique qualities of the individual, and (e) assess persons in context. These principles are illustrated through a review of recent research. Social-cognitive theory is distinguished from an alternative theory of personality structure and assessment, 5-factor theory, by articulating the strategies of scientific explanation, conceptions of personality structure and dispositions, and the assessment practices that differentiate the approaches.

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