Social Cognitive Theory Annotated Bibliography

Social Cognitive Theory Annotated Bibliography

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Social cognitive theory

Annotated bibliography

Aguirre, B. E., Wolinsky, F. D., Niederauer, J., Keith, V., & Fann, L. J. (2017). Occupational prestige in the health care delivery system. Journal of health and social behaviour, 315-329. This study has put its central focus on prestige occupational in the structure of health care. This was taken into consideration differences in ethnicity and gender. Doing this used data from 25 occupations of health and the statistical metropolitan areas of most extensive standards, so it was more comprehensive. Groups with occupational dispersion that was relatively greater were found, greater participation of politics, education which was advanced, and higher ratios of sex, which were having greater prestige of occupation in the health care rescue system. The social cognitive theory, also known as social learning theory cognitive formulation, explains humans’ behaviour in three-way terms; the reciprocal model considers personal factors, influences of the environmental, dynamic, and continuous interaction of behaviour. The social cognitive theory puts more synthesis on the processes and concepts from behavioristic, emotional models, and cognitive behaviour change; therefore, its application can be significant in nutritional interventions to prevent diseases and management. The necessary foundation is to learn through their experiences or acquired skills by more results. Key social cognitive constructs that are significant to nutrition intervention include self-efficacy, self-control, reinforcement, and learning through observation. Principles of modification of behaviour that have been used in change of dietary promotion are derived from the theory of social cognitive. Some behavioural, nutritional elements are based on social, mental constructs of reinforcement, self-monitoring, contracting through behavioural, self-control, and self-efficacy.

 Aij, K. H., & Rapsaniotis, S. (2017). Leadership requirements for Lean versus servant leadership in health care: A systematic review of the literature. Journal of Healthcare Leadership9, 1. The author reviewed a review of the requirements of leadership versus servant leadership in a health system. The aspect is covered through characteristics, tools, values, origins, culture, organizational, and organization performance. There are significant differences between fairness and servant leadership in the health care system, cost reduction, procedural justice enhancement, and organization trust. Self-efficacy is the person’s ability to have confidence in taking actions and have persistence in that action despite the challenges or barriers that may come across. It is essential as it influences health behaviour and efforts of change in dietary. Providers of health care are making deliberate efforts in increasing self-efficacy of patients using various categories which includes; setting of incremental, small, and goals that can be achieved, use of contacting formalized behavioural in the establishment of plans and reward specification, and reinforcement and monitoring, which include keeping records which is a way of self-monitoring of patients. It is easier to incorporate activities such as discussions of problem-solving, demonstrations I cooking, and monitoring by oneself, forming social cognitive theory’s primary roots in group nutrition programs.

Anderson, L. M., Scrimshaw, S. C., Fullilove, M. T., Fielding, J. E., Normand, J., & Task Force on Community Preventive Services. (2015). Culturally competent healthcare systems: A systematic review. American journal of preventive medicine24(3), 68-79. The editorial has shown an evaluation concerning how health care systems can lead to artistic capability integration in improving the patient’s overall maintenance. The book has looked at different programs’ effectiveness. More investigation is in need. It was also supportive in understanding the expansion of the cultural competency definition and its role in healthcare systems. Social cognitive theory is one of the most views of behaviour in health that is applied. The approach determines the reciprocal relationship between peoples and their environment and their behaviour. All the dynamical elements and mutual interaction form the basis of conduct and proper interventions in action change. Social cognitive theory has been categorized as the bridge between cognitive theories of learning and behaviour. Still, it focuses on interactions and connections between factors internally, such as the process of symbolic and thinking, including motivation, memory, and attention, and determinants that are coming from the external environment such as punishment or rewards in behaviour determination.

Aragón, T. J., & Garcia, B. A. (2015). Designing a learning health organization for collective impact. Journal of Public Health Management and Practice21(Suppl 1), S24. The author has focused on the most criticisms of Bandura’s mental idea, which is most famous for the biological, media, innate, and environment. Even though it has not been more comprehensive, there is an agreement that social cognitive theory does not emphasize the aspects of natural and biological and that minor environmental changes do not always result in behavioural changes. The approach of self mentally by Bandura’s functioning in humans emphasizes the self-belief critical role in human cognition, behaviour, and motivation. Social cognitive theory gives prominence to a system that enables people to exercise control measures over their feelings, actions, and thoughts. Bandura furthermore focused on the self in the study of human processes that was started by William James. Social cognitive theory is a psychological perspective of empowering and agentic in which individuals are self-regulating and proactive rather than controlled and reactive by biological and environmental forces. People’s beliefs are essential elements in the exercise of personal, control, social, and cultural achievement. Social cognitive theory and reflective practices and their related assumptions are entirely constructed that are theoretical and address both the artistry and science required in social work patterns. Skill pedagogy of social work, which is generated from the theory of social cognitive oft6en, results in significant gains in learning institutions such as interviewing students and skills in problem-solving self-efficacy improvement and acquisition. Social work in education implications shows the vast promise of the sequenced and combined use of modelling in mastery, rehearsal in behavioural, self-reflection, and innovation in the use of technology in education in social work, developing proper practitioners of social workers who can intervene by use skills and fidelity and at the same time remain flexible in the responsive to the context of the client.

Aranzamendez, G., James, D., & Toms, R. (2015, July). Finding antecedents of psychological safety: A step toward quality improvement. In Nursing forum (Vol. 50, No. 3, pp. 171-178). The author has discussed academic motivational in terms of efficacy of oneself. He has put more contrast with the deeper values that are serving as a source of motivational catalysts. He has pointed out that teachers should consider how instructional procedures will impact students’ efficacy and sense. He concluded with a summary of evidence on how the effectiveness of oneself can be predicted. There was an agreement that instructors should be much more aware of the individual’s efficacy and sense of students. The theory of social cognitive has its roots in the agentic perspective. Individuals become more proactive, self-regulating, self-organizing, and self-reflecting, not only to organisms that are reactive but also shaped by external events. Change and adaption of humans are majorly based on social; therefore, personal agency’s operation is within the broader network of influences by socio-structural. In these transactions of agentic, people become producers as well as social systems products. Personal determinants and socio-structural are taken as co-factors within the causal structure, unified rather than conceptions, which are rival behaviour in humans.

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