The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

2008 ◽  
Vol 51 (4) ◽  
pp. 1589-1598 ◽  
Author(s):  
Shu-Ling Wang ◽  
Pei-Yi Wu
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Perspective ◽  
Web Based ◽  
Web Based Learning ◽  
The Social

scholarly journals To sext or not to sext. The role of social-cognitive processes in the decision to engage in sexting

2021 ◽  
Vol 38 (4) ◽  
pp. 1410-1429
Author(s):  
Claire Wilson ◽  
Tommy van Steen ◽  
Christabel Akinyode ◽  
Zara P. Brodie ◽  
Graham G. Scott
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Relationship Status ◽  
Injunctive Norm ◽  
The Social ◽  
And Behavior ◽  
Insight Into

Technology has given rise to online behaviors such as sexting. It is important that we examine predictors of such behavior in order to understand who is more likely to sext and thus inform intervention aimed at sexting awareness. We used the Theory of Planned Behavior (TPB) to examine sexting beliefs and behavior. Participants (n = 418; 70.3% women) completed questionnaires assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive), control perceptions (self-efficacy and controllability) and intentions toward sexting. Specific sexting beliefs (fun/carefree beliefs, perceived risks and relational expectations) were also measured and sexting behavior reported. Relationship status, instrumental attitude, injunctive norm, descriptive norm and self-efficacy were associated with sexting intentions. Relationship status, intentions and self-efficacy related to sexting behavior. Results provide insight into the social-cognitive factors related to individuals’ sexting behavior and bring us closer to understanding what beliefs predict the behavior.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

scholarly journals Work Engagement in India and Thailand: A Comparative Analysis

2017 ◽  
Vol 19 (1) ◽  
pp. 162-174 ◽  
Author(s):  
Richa Chaudhary ◽  
Santosh Rangnekar ◽  
Uthai Tanlamai ◽  
Surasvadee Rajkulchai ◽  
Anirut Asawasakulsor
Keyword(s):  
Comparative Analysis ◽  
Human Resource Development ◽  
Work Engagement ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Conservation Of Resources ◽  
The Social ◽  
Cross National

The study investigated the role of human resource development climate (HRDC) and self-efficacy as predictors of work engagement amongst IT-sector employees of India and Thailand. In addition, it also made an attempt to unfurl the mechanism underlying the proposed relationship by proposing and testing a model with self-efficacy as an intervening variable. Work engagement levels among IT-sector employees in Thailand were found be slightly higher than those among the employees in India. Both HRDC and self-efficacy were found to be significant predictors of work engagement. The results for self-efficacy as a mediator and a moderator of the proposed relationship between HRDC and work engagement are reported and discussed. Article building on the theoretical framework of the job-demands resources model, the social cognitive theory and the conservation of resources (COR) theory produces cross-national knowledge about work engagement and predictors.

scholarly journals The Relation between the Fear-Avoidance Model and Constructs from the Social Cognitive Theory in Acute WAD

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Maria Sandborgh ◽  
Ann-Christin Johansson ◽  
Anne Söderlund
Keyword(s):  
Pain Intensity ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intimate Partner ◽  
Fear Avoidance ◽  
Pain Disability ◽  
The Social

In the fear-avoidance (FA) model social cognitive constructs could add to explaining the disabling process in whiplash associated disorder (WAD). The aim was to exemplify the possible input from Social Cognitive Theory on the FA model. Specifically the role of functional self-efficacy and perceived responses from a spouse/intimate partner was studied. A cross-sectional and correlational design was used. Data from 64 patients with acute WAD were used. Measures were pain intensity measured with a numerical rating scale, the Pain Disability Index, support, punishing responses, solicitous responses, and distracting responses subscales from the Multidimensional Pain Inventory, the Catastrophizing subscale from the Coping Strategies Questionnaire, the Tampa Scale of Kinesiophobia, and the Self-Efficacy Scale. Bivariate correlational, simple linear regression, and multiple regression analyses were used. In the statistical prediction models high pain intensity indicated high punishing responses, which indicated high catastrophizing. High catastrophizing indicated high fear of movement, which indicated low self-efficacy. Low self-efficacy indicated high disability, which indicated high pain intensity. All independent variables together explained 66.4% of the variance in pain disability, p<0.001. Results suggest a possible link between one aspect of the social environment, perceived punishing responses from a spouse/intimate partner, pain intensity, and catastrophizing. Further, results support a mediating role of self-efficacy between fear of movement and disability in WAD.

Effects of institutions on the eco-brand orientation of millennial consumers: a social cognitive perspective

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hernan ‘Banjo' Roxas ◽  
Rodilina Marte
Keyword(s):  
Social Cognitive Theory ◽  
Consumer Behaviour ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Philippines ◽  
Brand Orientation ◽  
Cognitive Perspective ◽  
Content Type ◽  
The Social

Purpose Given the lucrative millennial or generation Y market across the globe, this study aims to draw on social cognitive and institutional theories to tease out the crucial roles of regulatory and social pressures in shaping the eco-brand orientation of millennial consumers. The study focuses on millennials from a developing country – a context that is less explored in the literature on the social and institutional perspectives of green consumer behaviour. Design/methodology/approach Using data from a survey of 354 millennial consumers in the Philippines, the authors tested the hypotheses on the effects of two types of institutional pressures (social and regulatory) on the key constructs espoused by social cognitive theory. The authors followed the partial least square approach to path analysis to determine the significant empirical relationships and linkages of the constructs contained in the proposed model. Findings The results highlight the significant influence of the social-institutional environment on the internal drivers of millennials' orientation towards green or environmentally sustainable brands. Research limitations/implications Although the sample size has generalisability-related constraints, the findings extend the current understanding of green millennial consumer behaviour from a social cognitive perspective by highlighting the role of institutions – a concept that is less explored in the marketing and consumer behaviour literature. Practical implications It provides valuable business and policy insights and directions for future research on how business enterprises such as producers, manufacturers, retailers and marketers can influence millennial consumers’ orientation towards green brands. Originality/value This study uses data from a survey of millennial consumers in the Philippines. The study extends the ambit of social cognitive theory by drawing on institutional theory to highlight the role of institutional social pressures on sustainable consumer behaviour.

scholarly journals Applying the social cognitive perspective to volunteer intention in China: the mediating roles of self-efficacy and motivation

2010 ◽  
Vol 26 (2) ◽  
pp. 177-187 ◽  
Author(s):  
J.-W. Wang ◽  
C.-N. Wei ◽  
K. Harada ◽  
K. Minamoto ◽  
K. Ueda ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Perspective ◽  
The Social

scholarly journals Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support

2021 ◽  
pp. 089484532199596
Author(s):  
Markus P. Neuenschwander ◽  
Jan Hofmann
Keyword(s):  
Parental Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Structural Equation Models ◽  
Cognitive Model ◽  
Career Decision ◽  
Work Conditions ◽  
Job Fit ◽  
The Social

We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental support weakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Sign in / Sign up

Export Citation Format

Share Document