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.

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.

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.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning 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 an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

scholarly journals Weight Gain Prevention for College Freshmen: Comparing Two Social Cognitive Theory-Based Interventions with and without Explicit Self-Regulation Training

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Elizabeth A. Dennis ◽  
Kerry L. Potter ◽  
Paul A. Estabrooks ◽  
Brenda M. Davy
Keyword(s):  
Body Weight ◽  
Weight Gain ◽  
Social Cognitive Theory ◽  
Repeated Measures ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Outcome Expectations ◽  
Healthy Weight ◽  
Weight Outcomes

The college transition represents a critical period for maintaining a healthy weight, yet intervention participation and retention represent significant challenges. The objective of this investigation was to evaluate the preliminary efficacy and acceptability of two interventions to prevent freshman weight gain. One intervention provided opportunities to improve outcome expectations and self-efficacy within a social cognitive theory framework (SCT), while the other targeted the same variables but focused on explicit training in self-regulation skills (SCTSR).Methods.Freshmen (n=45) aged >18 years were randomized to a 14-week intervention, SCT or SCTSR; both included online modules and in-class meetings. Of the 45 students randomized, 5 withdrew before the classes began and 39 completed pre- and posttesting. Primary outcomes included body weight/composition, health behaviors, and program acceptability. Analyses included independent samplet-tests, repeated measures ANOVA, and bivariate correlational analyses.Results.Body weight increased over the 14-week period, but there was no group difference. Percent body fat increased in SCTSR but not SCT (mean difference: SCTSR, +1.63 ± 0.52%; SCT, −0.25 ± 0.45%;P=0.01). Class attendance was 100% (SCTSR) and 98% (SCT); SCTSR students (>50%) remarked that the online tracking required “too much time.”Conclusions.The intervention was well received, although there were no improvements in weight outcomes.

Toward a Model of Exercise Motivation

1989 ◽  
Vol 11 (3) ◽  
pp. 251-269 ◽  
Author(s):  
David A. Dzewaltowski
Keyword(s):  
Social Cognitive Theory ◽  
Theory Of Reasoned Action ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Reasoned Action ◽  
Exercise Program ◽  
Outcome Expectations ◽  
Exercise Behavior ◽  
Exercise Behaviors ◽  
Action Model

This study compared the ability of Bandura's social cognitive theory and Fish-bein and Ajzen's theory of reasoned action to predict exercise behavior. The theories' constructs were assessed and then the exercise behaviors of 328 individuals were recorded for the following 7 weeks. A path analysis indicated that the theory of reasoned action model fit the data, but explained only 5 % of the exercise behavior variance. Two social cognitive theory variables, self-efficacy and self-evaluated dissatisfaction, significantly predicted exercise behavior. Also, a multiplicative function of self-evaluated dissatisfaction and outcome expectations increased the amount of predicted exercise behavior variance to 16%. Thus, individuals who were confident they could adhere to an exercise program and were satisfied with their standing on probable outcomes from participation (e.g., present body weight) exercised more days per week. A commonality analysis indicated that the theory of reasoned action did not account for any unique variance in exercise behavior over the social cognitive theory constructs. In sum, social cognitive theory was more effective than the theory of reasoned action in predicting exercise behavior.

scholarly journals Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

2015 ◽  
Vol 4 (3) ◽  
pp. 199 ◽  
Author(s):  
Phyrom Eam
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Interest ◽  
Outcome Expectation ◽  
Research Activities ◽  
Research Outcome ◽  
Terminal Degree ◽  
Interest In Research

<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>

Social cognitive theory as a guide for exercise engagement in persons with multiple sclerosis who use wheelchairs for mobility

2020 ◽  
Vol 35 (4) ◽  
pp. 270-282
Author(s):  
Stephanie L Silveira ◽  
Emma V Richardson ◽  
Robert W Motl
Keyword(s):  
Multiple Sclerosis ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Positive Outcome ◽  
Barriers And Facilitators ◽  
Instructional Materials ◽  
Mobility Impairment

Abstract Multiple sclerosis (MS) is an immune-mediated neurodegenerative disease of the brain, optic nerves and spinal cord. Among persons with MS, 30% experience significant mobility impairment that requires use of a wheelchair for mobility. Exercise is an evidence-based second-line therapy that can improve mobility; however, little research has focused on individuals that use wheelchairs for mobility. Framed by social cognitive theory (SCT), we conducted a formative qualitative study examining exercise status and perceptions among 20 persons with MS who use wheelchairs for mobility. Using deductive, semantic thematic analysis, we coded for SCT variables (i.e. self-efficacy, knowledge, outcome expectations, barriers and facilitators) and identified participants as regular or inconsistent exercisers. In total, 12 participants were classified as regular exercisers and 8 inconsistent exercisers. Regular exercisers more frequently reported high self-efficacy, consistent exercise knowledge and numerous facilitators. All participants reported some positive outcome expectations and several barriers and facilitators. These findings can inform future intervention studies supporting exercise behavior change through SCT. Strategies such as increasing self-efficacy, imparting instructional materials, shaping realistic outcome expectations and providing tools directed toward overcoming barriers and identifying facilitators may work to support the exercise endeavor of persons with MS who use wheelchairs for mobility.

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.

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.

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