Do College Students Benefit from Their Social Media Experience?

2015 ◽  
pp. 259-278
Author(s):  
Ling Fang ◽  
Louisa Ha
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Undergraduate Students ◽  
Social Networking Sites ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Research ◽  
Media Experience

As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

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 Media and Its Impact on Arab Youth Identity

2018 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Maha Ali Alshoaibi
Keyword(s):  
Social Media ◽  
Social Networking Sites ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Middle Eastern ◽  
Unique Contribution ◽  
Comparison Theory ◽  
Albert Bandura ◽  
Youth Identity ◽  
Development Of Identity

Through the analysis of influences from social networking sites surrounding the revolts of the Arab Spring, this paper seeks to evaluate about how the identity of Middle Eastern youth has been shaped by social media, and what future impact it could have on Middle Eastern social and political spheres. This paper relies on two key theories of the development of identity and self-perception - Social Cognitive Theory by Albert Bandura (1986) and Social Comparison theory by Festinger (1954). The paper shall try to make some unique contribution towards understanding the role that social media plays in transforming Arab youth identity, and its socio-political impact.

scholarly journals A Test of Social Cognitive Theory to Explain Men’s Physical Activity During a Gender-Tailored Weight Loss Program

2016 ◽  
Vol 10 (6) ◽  
pp. NP176-NP187 ◽  
Author(s):  
Myles D. Young ◽  
Ronald C. Plotnikoff ◽  
Clare E. Collins ◽  
Robin Callister ◽  
Philip J. Morgan
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Weight Loss ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Weight Loss Program ◽  
Medium Effect

Physical inactivity is a leading contributor to the burden of disease in men. Social–cognitive theories may improve physical activity (PA) interventions by identifying which variables to target to maximize intervention impact. This study tested the utility of Bandura’s social cognitive theory (SCT) to explain men’s PA during a 3-month weight loss program. Participants were 204 overweight/obese men ( M [ SD] age = 46.6 [11.3] years; body mass index = 33.1 [3.5] kg/m2). A longitudinal, latent variable structural equation model tested the associations between SCT constructs (i.e., self-efficacy, outcome expectations, intention, and social support) and self-reported moderate-to-vigorous PA (MVPA) and examined the total PA variance explained by SCT. After controlling for Time 1 cognitions and behavior, the model fit the data well (χ2 = 73.9, degrees of freedom = 39, p < .001; normed χ2 = 1.9; comparative fit index = 0.96; standardized root mean residual = 0.059) and explained 65% of the variance in MVPA at Time 2. At Time 2, self-efficacy demonstrated the largest direct and total effects on MVPA (βdirect = .45, p < .001; βtotal = .67, p = .002). A small-to-medium effect was observed from intention to MVPA, but not from outcome expectations or social support. This study provides some evidence supporting the tenets of SCT when examining PA behavior in overweight and obese men. Future PA and weight loss interventions for men may benefit by targeting self-efficacy and intention, but the utility of targeting social support and outcome expectations requires further examination.

Assessing College Students’ Use of Campus Recreation Facilities through Individual and Environmental Factors

2018 ◽  
Vol 42 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Hassan M. Shaikh ◽  
Megan S. Patterson ◽  
Beth Lanning ◽  
M. Renee Umstattd Meyer ◽  
Clinton A. Patterson
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Well Being ◽  
Future Research ◽  
Individual Level ◽  
Environment And Behavior ◽  
The Relationship

Physical activity is related to overall well-being among college students. For many college students, on-campus recreational facilities are the primary environment for physical activity to occur. Social cognitive theory highlights the relationship between individual factors, the environment, and behavior. This study aimed to assess the relationship of individual-level factors, including self-efficacy, exercise behaviors, and social physique anxiety, as well as students’ reported comfort in the recreational environment, with use of campus facilities. To test these relationships, the researchers surveyed 189 undergraduate students and conducted descriptive and linear regression analyses. Results suggest students’ comfort in their recreational environment is critical to their use of facilities, and, in turn, their engagement in physical activity. Suggestions for future research and practice, particularly concerning recreational facility use, are included in the discussion.

scholarly journals The Effect of Learning Goal Orientation on Academic Satisfaction based on the Perspective of Social Cognitive Theory

2021 ◽  
Vol 3 ◽  
pp. 22-31
Author(s):  
Xiaodi Zhang
Keyword(s):  
College Students ◽  
Social Cognitive Theory ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Academic Satisfaction ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Based on the perspective of social cognitive theory, this study conducted a questionnaire survey on academic satisfaction of 302 college students, and investigated the mechanism of learning goal orientation on academic satisfaction by using correlation analysis and regression analysis. It was found that: both learning goal orientation and academic Self-efficacy had a significant positive effect on academic satisfaction; academic Self-efficacy mediated the relationship between learning goal orientation and academic satisfaction; teachers' academic support partially moderated the positive relationship between learning goal orientation and academic satisfaction. The empirical results of this study provide a reference for universities and college students to improve learning goal orientation and academic satisfaction by themselves.

scholarly journals The Effect of Digital Game-Based Learning on Learning Motivation and Performance Under Social Cognitive Theory and Entrepreneurial Thinking

2021 ◽  
Vol 12 ◽  
Author(s):  
Chia-Chen Chen ◽  
Hsing-Ying Tu
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Emotional State ◽  
Learning Motivation ◽  
Learning Performance ◽  
Digital Game ◽  
Game Based Learning ◽  
Experimental Group

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study uses Social Cognitive Theory, which emphasizes the bidirectional effects between personal factors, environmental factors, and behavior. We use the emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples were collected from approximately 600 students in junior high schools in Taiwan. The students learned via either application or conventional lectures in three groups. The Control Group (CG) learned the course through a conventional learning approach. The Experimental group 1 (EG1) learned by a digital game, while Experimental Group 2 (EG2) learned through the digital game in combination with a structure that involved competing and entrepreneurship with classmates. The result of this research shows that the emotional state negatively affects learning motivation and self-efficacy, that self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, have a high demand for accomplishment motivation, and are more likely to facilitate competitive over non-competitive environments.

Condom Use Behavior: An Assessment of United States College Students' Health Education Needs

1997 ◽  
Vol 17 (3) ◽  
pp. 237-254 ◽  
Author(s):  
Catherine Schuster
Keyword(s):  
United States ◽  
College Students ◽  
Health Education ◽  
Condom Use ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Education Needs ◽  
Use Behavior

Descriptive studies regarding sexual activity and condom use among college persons have found that college students are particularly permissive and do not use condoms regularly. Within a social cognitive theory (SCT) framework, the present study determined the condom use related health education needs of college students. Data regarding condom use frequency, appropriateness of condom use, social support for condom use, perceived barriers regarding condom use, perceived social norm regarding the use of condoms, perceived outcomes of using a condom, and condom use self-efficacy were collected from 569 students enrolled in health, physical education, and recreation classes at a large mid-Western United States university. Results indicated a serious lack of consistent and appropriate use of condoms. Strengths and weaknesses of SCT scales were described. Women could improve on their physical and emotional outcome expectations of using a condom. Areas for men that could be improved include perceived physical and emotional outcomes of condom use, self-efficacy related to partner disapproval and embarrassment, and self-efficacy related to intoxicants. Several recommendations for college health education programs were made.

scholarly journals Social cognitive determinants of exercise behavior in the context of behavior modeling: a mixed method approach

2018 ◽  
Vol 4 ◽  
pp. 205520761881155 ◽  
Author(s):  
Kiemute Oyibo ◽  
Ifeoma Adaji ◽  
Julita Vassileva
Keyword(s):  
Social Support ◽  
Direct Effect ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Perceived Social Support ◽  
Exercise Behavior ◽  
Behavior Modeling ◽  
Outcome Expectation ◽  
Persuasive Technologies

Research has shown that persuasive technologies aimed at behavior change will be more effective if behavioral determinants are targeted. However, research on the determinants of bodyweight exercise performance in the context of behavior modeling in fitness apps is scarce. To bridge this gap, we conducted an empirical study among 659 participants resident in North America using social cognitive theory as a framework to uncover the determinants of the performance of bodyweight exercise behavior. To contextualize our study, we modeled, in a hypothetical context, two popular bodyweight exercise behaviors – push ups and squats – featured in most fitness apps on the market using a virtual coach (aka behavior model). Our social cognitive model shows that users’ perceived self-efficacy (βT = 0.23, p < 0.001) and perceived social support (βT = 0.23, p < 0.001) are the strongest determinants of bodyweight exercise behavior, followed by outcome expectation (βT = 0.11, p < 0.05). However, users’ perceived self-regulation (βT = –0.07, p = n.s.) turns out to be a non-determinant of bodyweight exercise behavior. Comparatively, our model shows that perceived self-efficacy has a stronger direct effect on exercise behavior for men (β = 0.31, p < 0.001) than for women (β = 0.10, p = n.s.). In contrast, perceived social support has a stronger direct effect on exercise behavior for women (β = 0.15, p < 0.05) than for men (β = −0.01, p = n.s.). Based on these findings and qualitative analysis of participants’ comments, we provide a set of guidelines for the design of persuasive technologies for promoting regular exercise behavior.

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