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

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.

Smartphone-Induced Digital Distractions

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

The Analisis Faktor Perilaku Konsumsi Remaja Terhadap Makanan Cepat Saji (Studi Aplikasi Social Cognitive Theory)

Konsumsi makanan cepat saji pada remaja dianggap sebagai hal sepele yang biasa dilakukan. Namun, dampak yang akan dirasakan berupa gangguan kesehatan dalam jangka waktu pendek maupun jangka panjang, seperti obesitas. Salah satu sekolah di Surabaya yang memiliki angka kejadian obesitas cukup tinggi yakni SMAN 2 Surabaya. Tujuan penelitian ini untuk menganalisis faktor perilaku yang berhubungan dengan konsumsi makanan cepat saji pada remaja menggunakan studi aplikasi Social Cognitive Theory. Penelitian ini merupakan penlitian observasional analitik dengan desain penelitian cross sectional. Populasi penelitian ini adalah siswa kelas X dan XI SMAN 2 Surabaya dengan penarikan sampel menggunakan stratified random sampling sebanyak 102 orang. Pengumpulan data menggunakan kuisioner yang dibagikan secara online. Variabel independen penelitian ini adalah karakteristik individu, self efficacy, pengetahuan, self regulation, dukungan keluarga, dukungan teman sebaya, dan paparan informasi. Sedangkan variabel dependen yaitu tindakan konsumsi makanan cepat saji pada remaja. Pengolahan dan analisis data menggunakan uji Kruskal Wallis. Hasil penelitian menunjukkan bahwa terdapat hubungan antara uang saku (p = 0,015), self regulation (p = 0,047), dan dukungan orangtua (p = 0,038) (p<0,05). Namun, pada variabel lainnya tidak terdapat hubungan dengan tindakan mengonsumsi makanan cepat saji. Penelitian ini diharapkan dapat memberikan kontribusi kepada pihak sekolah maupun Puskesmas setempat dalam melakukan pencegahan obesitas pada remaja.

The application of Albert Bandura's Social Cognitive Theory: A Process in Learning Speaking Skill

Albert Bandura's social cognitive theory is a theory that connects behaviorist and cognitive learning theory. This theory assumes that people can pay attention to others through observation, reinforcement, and modeling to learn new information and behavior. Based on this principle, the Arabic Language Education study program lecturer at IAIN Palangka Raya started learning maharah kalam by inviting students to review videos as a pilot, to be imitated and practiced. The purpose of this study is to describe the learning process of Mahārah Kalam using social cognitive theory. Using descriptive qualitative methods, research data is generated through the process of observation, interviews and documentation. The results showed that there were four basic activities of learning maharah kalam using social cognitive theory. First, observing the pronunciation of a conversational sentence from a learning video. Second, remembering the pronunciation of the sentence either in the form of vocabulary or the question word used. Third, replicating pronunciation by imitating conversational sentences according to the learning video. Fourth, showing abilities by exploring conversations, as well as the pronunciation learned

Digital Resources Integration and Performance Evaluation Under the Knowledge Management Model in Academic Libraries

Leveraging a knowledge management model (KMM), organizing digital resources, and measuring performance beyond digital libraries continue to be hot topics for many organizations. Given its growing importance, the aim of this study was to design a robust integrated research model based on social cognitive theory and KMM to organize resources and improve the productivity of academic librarians to make services effective. Using a quantitative method based on key data collected by librarians at Pakistani universities, the researchers reviewed previously published literature and sought expert opinions to develop a research tool. The authors distributed 350 printed questionnaires to professionals from 190 universities, of which 339 were returned. These were analyzed to test the hypotheses and assess the accuracy of the measurement and structural models. After undergoing rigorous statistical analysis, the seven constructs using Social Cognitive Theory and the Knowledge Management Model have proven to be suitable for digital asset integration, employee productivity measurement, and high-quality academic services. In addition, the model based on social cognitive theory supports the application of KMM to promote knowledge culture, resource organization, and successful integration and innovation of academic services by enhancing the technical and professional skills of staff in academic institutions.

A systematic review on spiritual modeling: Opportunities and challenges in religious education

This article presents the challenges and possibilities of integrating spiritual modeling as an approach to religious education. Spiritual modeling is an emerging concept in the field of religious development, specifically in the social cognitive theory of Albert Bandura. A systematic literature review of the principles and concepts of spiritual modeling was conducted. Findings and recommendations are discussed in line with the current state of religious education, particularly in the context of Philippine Catholic schools.

Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents’ Hate Speech Perpetration in Schools

Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old ( Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents’ perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.

Students’ Intentions to Use Distance Education Platforms: An Investigation into Expanding the Technology Acceptance Model through Social Cognitive Theory

The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEPs). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEPs in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEPs. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEPs to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions.