scholarly journals Sexually Explicit User-Generated Content: Understanding Motivations and Behaviors using Social Cognitive Theory

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Joseph M. Sirianni ◽  
Arun Vishwanath
Keyword(s):  
New Media ◽  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
User Generated Content ◽  
Negative Consequences ◽  
Technological Advances ◽  
Sexually Explicit

Technological advances by Web 2.0 media and mobile phones have recently enabled users to become producers of their own media content. Users are able to create and share photos and videos with speed and ease. A much different trend has emerged with these new technological affordances, though. Individuals are utilizing this new media and are creating and sharing sexually explicit user-generated content (SEUGC) of themselves. Four hundred undergraduate students completed an online survey to assess their likelihood to create and share SEUGC in the future. Social cognitive theory (Bandura, 1986) was the framework used to analyze the factors that propel this behavior. Results suggest the influence of viewing pornography, sexual self-efficacy, and entertainment and arousal outcomes as triggers and motivators for engaging in this behavior. The model also revealed a desensitization effect towards negative consequences that might occur from creating and sharing SEUGC.

Why do doctors blog continuously? Factors influencing doctors’ continuous blogging (Preprint)

2020 ◽  
Author(s):  
David Yen ◽  
Hui-Mei Hsu ◽  
I-Chiu Chang
Keyword(s):  
Social Cognitive Theory ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Medical Information ◽  
Outcome Expectations ◽  
Outcome Expectation ◽  
Subject Field ◽  
Factors Influencing ◽  
Negative Outcome

BACKGROUND Many studies concluded that sharing medical information and giving advices are both important motivation for physicians to blog. However, most articles available in this subject field only describe the blog phenomena without providing a theoretical background and an empirical analysis of the phenomena. OBJECTIVE Since many studies were conducted to investigate the reasons why Physicians blog without a theoretical framework for a rigorous discussion. This study based on social cognitive theory (SCT) to explore the factors influencing physicians’ intention of continuously blogging. METHODS Eight Hundreds and seventy seven physicians’ bloggers were invited to participate an online survey and 128 valid responses returned. The SCT is proved to be useful in explaining 36.8 % of the variation in physicians' continuous intention to blog. RESULTS This study based on social cognitive theory (SCT) to explore the factors influencing physicians’ intention of continuously blogging by adding negative outcome expectations that most IS studies excluded. Further, the results of this study can remedy the insufficient knowledge and make a significant contribution to the IS literature. CONCLUSIONS Helping others is a creed for physicians, including those who seek helps from the Internet, the healing counts. Using the blog as a vehicle to educate, heal, and prevent disease is coincident with physicians’ oath. Therefore, this study strongly recommends physicians to create blogs to communicate with the public and blogging in a continuous manner. To motivate physicians to continue to blog, the platform developers can promote physicians by equipping them to have higher blog self-efficacy, a high positive performance/personal outcome expectation and lower negative outcome expectation from blogging, and also a higher satisfaction with their blogging behavior.

The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances

2012 ◽  
Vol 15 (3) ◽  
pp. 1123-1132 ◽  
Author(s):  
Marisa Salanova ◽  
Laura Lorente ◽  
Isabel M. Martínez
Keyword(s):  
Field Study ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Construction Workers ◽  
Negative Consequences ◽  
The Social ◽  
Practical Implications

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

scholarly journals Social Cognitive Theory (SCT) and Students’ Failure in Bachelor of Corporate Administration Programme

2019 ◽  
Vol 15 (3) ◽  
pp. 151
Author(s):  
Juliizaerma Mohamad Khudzari ◽  
Syahrina ‘Adliana Abdul Halim ◽  
Norziana Lokman ◽  
Sarina Othman
Keyword(s):  
Social Cognitive Theory ◽  
Teaching And Learning ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Tertiary Education ◽  
Assessment Method ◽  
Personal Factors ◽  
Science And Policy ◽  
The University

Students' failure is one of the most debatable topics in tertiary education in Malaysia. Failure in certain courses might delay students' progress to graduate-on-time (GOT). This will result in increased cost, time and resources to both the university and student. From an academic perspective, a higher rate of failure will give a negative impression that the course is tough for students to pass. This study aims to investigate the factors contributing to students' failure based on the Social Cognitive Theory (SCT). The students of Bachelor of Corporate Administration (BCA) from the Faculty of Administrative Science and Policy Studies, UiTM were selected to participate in an online survey. SCT has identified three main factors that influence students' failure namely, behavioural, environmental and personal factors. Findings of the study showed that for behavioural factors: students' attendance, total hours spent to study, participation in the classroom, understanding level and students' effort to complete the course are among the reasons that lead to the failure. Additionally, the nature of syllabus, teaching techniques, students learning time and assessment methods are the environmental factors that may lead to failure. Finally, personal factors are represented by individual roles, dispositions and commitment to perform in a particular course. This study concludes that the use of SCT can explain student failures more systematically. The result of the study is able to help the university and lecturer to enhance the teaching and learning approach, revise the assessment method and redesign the programme curriculum. These efforts are deemed pivotal in reducing student failures while maintaining its quality.

scholarly journals Promoting Safer Sexual Behaviours by Employing Social Cognitive Theory Among Gay University Students: A Pilot Study of A Peer Modelling Programme

2020 ◽  
Vol 17 (5) ◽  
pp. 1804 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Pilot Study ◽  
University Students ◽  
Social Cognitive Theory ◽  
Social Workers ◽  
Undergraduate Students ◽  
Sexual Minorities ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Sexual Behaviours ◽  
Health Promotions

Unsafe and unprotected sexual behaviours are some of the significant challenges of health promotions and planning for current school environment. Although schools and health specialists constantly host conferences and workshops for adolescents and university students, the results are not significant. Particularly for sexual minorities, the heterosexual-oriented materials may not satisfy their needs due to the differences. As a recommendation, the current pilot study established a Peer Modelling Programme which engaged gay social workers and gay university students who have associated with unsafe and unprotected sexual activities. The outcomes of this Peer Modelling Programme indicated that gay undergraduate students tended to accept the recommendations and peer modelling exchanges from their gay social workers who understood their difficulties and sexual needs as sexual minorities based on the guideline of Social Cognitive Theory. In conclusion, this study may be used to develop additional social work materials, sexual health promotions and health plans for sexual minorities and people with special needs in the society. This research serves as a guideline to social workers who care about the issues of LGBT and sexual minorities.

What drives users’ participation in online social Q&A communities? An empirical study based on social cognitive theory

2019 ◽  
Vol 71 (5) ◽  
pp. 637-656 ◽  
Author(s):  
Zheshi Bao ◽  
Zhiyong Han
Keyword(s):  
Social Cognitive Theory ◽  
Structural Equation ◽  
Online Survey ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Underlying Mechanism ◽  
Two Dimensions ◽  
Equation Modeling ◽  
Content Type

Purpose The purpose of this paper is to examine some drivers of users’ participation in online social question-and-answer (Q&A) communities based on social cognitive theory and then identify the underlying mechanism of this process. Design/methodology/approach This study developed a research model to test the proposed hypotheses, and an online survey was employed to collected data. Totally, 313 valid responses were collected, and partial least squares structural equation modeling was adopted to analyze these data. Findings This study empirically finds that the outcome expectations (personal outcome expectations and knowledge self-management outcome expectations) are positively related to participation in online social Q&A communities. At the same time, users’ self-efficacy positively influences their participation behaviors. It can not only directly motivate users’ participation, but also indirectly promote participation behaviors through the two dimensions of outcome expectations. Besides, perceived expertise and perceived similarity are two positive and significant environmental elements affecting users’ participation. Originality/value This study extends the understanding about how participation behaviors will be motivated in the context of online social Q&A communities. Drawing on the social cognitive theory, constructs were established based on the features of these communities. Meanwhile, some mediating effects in the motivating process were also discussed.

Does the Glass Slipper Fit?

2021 ◽  
pp. 1-9
Author(s):  
Veronica Hefner ◽  
Valerie Ellen Kretz
Keyword(s):  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Positive Association ◽  
Self Esteem ◽  
Cross Sectional Survey ◽  
Cross Sectional

Abstract. This study is a cross-sectional survey investigating the links between viewing Disney princess films and reports of romantic beliefs, relationship-contingent self-esteem, and attitudes relating to masculine courtship strategies. Results from the survey of 438 undergraduate students indicate a positive association between viewing Disney princess films and reports of relationship-contingent self-esteem, particularly for men, and endorsement of masculine strategies about courtship. Findings are discussed in the context of cultivation and social cognitive theory.

scholarly journals Validation of the Moral Disengagement Scale among Some Iranian University Students

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Alireza Azimpour ◽  
Navid Karimian ◽  
Nourollah Mohamadi ◽  
Maryam Azarnioushan ◽  
Fatemeh Rahmani
Keyword(s):  
University Students ◽  
Social Cognitive Theory ◽  
Undergraduate Students ◽  
Social Desirability ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Social ◽  
Test Retest Reliability ◽  
Item Scale

Background: Moral disengagement is a variable in the social cognitive theory of morality and includes eight cognitive, psychosocial mechanisms by which moral self-sanctions are selectively disengaged from inhumane conduct. Objectives: The aim of the present study was to validate a university student replica of the moral disengagement scale among some Iranian university students. Methods: This validation study was based on the confirmatory factor analysis (CFA) method. The statistical population consisted of 346 undergraduate students at the Salman Farsi University of Kazerun. Also, 44 other undergraduate students were participated to examine the test-retest reliability of the scale. Both samples were selected by convenient sampling. The main sample completed the 32-item Moral Disengagement scale and the Marlowe-Crowne Social Desirability Scale. CFA (by AMOS 24), stability coefficients, Cronbach's alpha, and multiple analysis of variance (ANOVA) (all by SPSS 16) were used to study gender differences. Results: The indices of CFA for the 32-item scale were not satisfactory, then an item in all subscales with the lesser beta was dropped, and the scale included only 24-items. The indices of CFA of the 24-item scale were satisfactory. The internal consistency for the whole scale was desirable (α: .817) and for the subscales were adequate. Test-retest correlations were not desirable for the whole scale (r: .693) and for the subscales. The total score and the scores of some subscales were negatively correlated with social desirability. The total score and the scores of some subscales also were greater in males. Conclusions: The satisfactory indices of CFA and also the higher scores of males in the 24-item scale confirmed its construct validity. However, correlations between the scale and social desirability did not confirm the ideal divergent validity. Thus, assessing the social desirability of the scale can clarify interpreting the scores. The obtained test-retest reliability suggests that this scale cannot assess a stable variable, and according to the social cognitive theory, it is better to consider moral disengagement as a changeable and inconstant variable.

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