Sex and Developmental Differences by Complexity of Functions of Occupational Aspirations of School Children across Ten Years

2002 ◽  
Vol 90 (2) ◽  
pp. 597-605 ◽  
Author(s):  
Andrew A. Helwig
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
School Children ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Developmental Differences ◽  
Occupational Aspirations ◽  
Development Theory ◽  
Complex Data ◽  
Senior Year

The present longitudinal study examined the complexity of workers' functions for 65 children's occupational aspirations during a 10-yr. span beginning when the children were 7 yr. old and in Grade 2. Every two years through the senior year in high school, the children were interviewed, for a total of six interviews. Sex and developmental differences in occupational aspirations were examined with respect to the focus on Data, People, or Things. Girls ( n = 31) selected occupational aspirations requiring greater complexity in People functions throughout the study. From Grades 2 to 8 boys chose occupations with greater complexity of Things and girls chose occupations with greater complexity of Data. Developmentally, all children chose increasingly more complex Data occupations from Grades 2 to 12. Occupational aspirations in high school showed a decrease in the complexity of workers' functions involving People and Things. These observations would be expected from social cognitive theory and the 1981 career development theory of Gottfredson.

scholarly journals Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1532
Author(s):  
Lyndsey D. Ruiz ◽  
Marcela D. Radtke ◽  
Rachel E. Scherr
Keyword(s):  
High School ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Committee ◽  
Food Groups ◽  
Literacy Curriculum ◽  
Pilot Testing ◽  
Food Literacy ◽  
Trained Facilitator

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

scholarly journals Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?

2020 ◽  
Author(s):  
Marion Reindl ◽  
Burkhard Gniewosz ◽  
Markus Dresel
Keyword(s):  
Longitudinal Study ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intrinsic Value ◽  
Same Sex ◽  
Academic Values ◽  
Final Sample ◽  
The Social ◽  
Other Regarding

Abstract Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads and 116 male dyads). Results of actor-partner-interdependence models indicated that friends reinforce each other regarding the intrinsic value and initiate change regarding the emotional cost. Moreover, female and male friendship dyads did not differ in the strength of influence on academic values. Results were discussed in terms of selection and socialization effects regarding friendships.

scholarly journals Social Cognitive Theory and Physical Activity Among Korean Male High-School Students

2018 ◽  
Vol 12 (4) ◽  
pp. 973-980 ◽  
Author(s):  
Chung Gun Lee ◽  
Seiyeong Park ◽  
Seung Hwan Lee ◽  
Hyunwoo Kim ◽  
Ji-Won Park
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Students ◽  
Physical Activity Interventions ◽  
Male High School

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

scholarly journals Perceived somatic and affective barriers for self-efficacy and physical activity

2017 ◽  
Vol 24 (13) ◽  
pp. 1850-1862 ◽  
Author(s):  
Lisa M Warner ◽  
Julia K Wolff ◽  
Svenja M Spuling ◽  
Susanne Wurm
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Longitudinal Study ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Community Dwelling ◽  
Activity Levels ◽  
Objective Health ◽  
Physical Activity Levels

According to Bandura’s social-cognitive theory, perceptions of somatic and affective barriers are sources of self-efficacy. This longitudinal study compares general indicators of health barriers with measures of perceived somatic and affective barriers to predict self-efficacy and accelerometer-assessed physical activity in a subsample of n = 153 (selected at random from N = 310) community-dwelling German older adults. Perceived somatic and affective barriers longitudinally predicted physical activity mediated by self-efficacy, whereas general health barriers did not. Perceived health barriers to physical activity might be more important than more objective health barriers for older adults’ physical activity levels.

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