فاعلية استخدام إستراتيجيات التعلم النشط المستندة إلى النظرية المعرفية الاجتماعية في تنمية المرونة المعرفية ودافعية الإنجاز الأكاديمي لدى طلاب قسم علم النفس في جامعة حائل = The Effectiveness of Using Active Learning Strategies Based on Social Cognitive Theory in Developing Cognitive Flexibility and Academic Achievement Motivation among Students of Psychology at the University of Hail

2017 ◽  
Vol 5 (18) ◽  
pp. 159-177
Author(s):  
سامر رافع ماجد العرسان
Keyword(s):  
Academic Achievement ◽  
Social Cognitive Theory ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Cognitive Flexibility ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Active Learning Strategies ◽  
Academic Achievement Motivation ◽  
The University

scholarly journals The Level of Practice by Students of the College of Education at the University of Hail for Self-Regulated Learning Strategies and its Relationship to Their Academic Achievement Motivation

2021 ◽  
Vol 14 (49) ◽  
Author(s):  
Wedad M. Alkfare
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
College Of Education ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Achievement Motivation ◽  
Level Of Motivation ◽  
The University

The current study aimed to identify the level of students’ practice of self-regulated learning strategies, their level of motivation for academic achievement, and whether there is a correlation between self-regulated learning strategies and motivation for students’ academic achievement, at the University of Hail. The study sample consisted of (836) male and female students from the College of Education at the University of Hail; They were selected randomly. To achieve the objectives of the study, a scale of self-regulated learning strategies was developed, and the Hazen, Sobhi and Shaheen scale (2014) was used to measure the students' academic achievement motivation. The results of the study revealed that the level of students’ practice of self-regulated learning strategies at the University of Hail was at a high level, and statistically significant at the significance level (α = 0.05). The level of motivation for academic achievement was at an average level. There was also a positive correlation between the self-regulated learning strategies and the motivation for academic achievement among students, where the correlation coefficient reached (760). In light of the results of the study, the study recommended building training programs aimed at training university students to practice self-regulated learning strategies, and other programs that would lead to raising the level of academic achievement.

scholarly journals Deciding to act: Teachers' willingness to implement inclusive practices

2016 ◽  
Author(s):  
Erika Pace ◽  
Paola Aiello
Keyword(s):  
Social Cognitive Theory ◽  
Inclusive Education ◽  
Theory Of Planned Behaviour ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Integrative Model ◽  
Inclusive Practices ◽  
Planned Behaviour ◽  
Training Research ◽  
The University

This article presents an ongoing study being conducted at the University of Salerno (Italy) to examine the variables, often intertwined, that influence teachers' willingness to shift from fossilised methods of instruction to inclusive teaching strategies. Despite the strong tradition of inclusive education, the long history in pedagogical studies and the investment in teacher training, research has shown that in Italy an integrative model still persists.Meanwhile, a plethora of research stemming from psychological, sociological and neuroscientific studies, has been conducted on an international level on what affects people's intentions to change behaviour. Among the theoretical constructs and models that have been developed, the Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (TPB) (Ajzen, 1988) have been used as conceptual frameworks to guide research on the variables affecting teachers' intentions to act and implement new approaches in order to ensure quality education for all.The paper provides an overview of the literature available on the studies conducted to identify the theories framing research in this field, the methods and tools most commonly utilized, and the variables affecting the adoption of inclusive practices. The article concludes by outlining the implications for research and teacher education curricula reform.Keywordsliterature review; social cognitive theory; teacher agency; theory of planned behaviour; scale development

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 An Analysis of Psychological Dynamics and Factors Causing the Formation of the Radicalism Attitude Among University Students in Palu

2021 ◽  
Vol 11 (6) ◽  
pp. 34
Author(s):  
Muhammad Nur Ali ◽  
Rahmat Bakri ◽  
Muthia Aryuni ◽  
. Effendy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Young Generation ◽  
Preventive Action ◽  
The University ◽  
Very High ◽  
Low Rate

Radicalism is an important issue in Indonesia and it starts penetrating into higher education institutions. Young generation becomes a proper target to spread such radicalism. This present research is aimed at analyzing the radicalism attitude tendency among university students. The instrument employed is the results of the adaptation and modification from the Activism-Radicalism Intention Scale (ARIS) and the University Students’ Attitude Tendency. Then, an analysis of the causing factors and the dynamics of such radicalism attitude is also discussed in this present research. It was found that 44.5% university students tended to have a low radicalism attitude tendency, 5.6% high, and 11.3% very high. Their age ranged from 16-26 years.  Interestingly, the low rate of the radicalism attitude tendency is predicted to be higher, if no preventive action is immediately taken. This prediction is that   the results of analysis using Bandura’s social cognitive theory namely behavior, environment, and person would greatly contribute to the formation of the radicalism attitude.  The contribution of this present research to the literature is made by providing innovative ways to detect the radicalism attitude tendency among university students, the causing factors, and the dynamic of the formation of such attitude.   Received: 19 July 2021 / Accepted: 17 September 2021 / Published: 5 November 2021

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.

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