Principles of Behavior Modification

Cipani, Ennio

doi:10.1007/978-1-4899-2501-5_6

Cited by 2 publications

(1 citation statement)

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“…Social learning theory acts as a link between behaviorism, which focuses on modifying external behavior through reinforcement and repetition, and cognitive theory, emphasizing the cognitive aspects of learning beyond routine memorization [37]. Furthermore, self-education and self-development play a crucial role in this process, involving self-regulation and the ability to guide oneself, make choices, and navigate challenges, including moral conduct [40][41][42]. In the context of social learning theory, Edinyang [38] established the difference between "imitation" and "modeling".…”

Section: Bandura's Social Learning Theorymentioning

confidence: 99%

Does Mentoring Directly Improve Students’ Research Skills? Examining the Role of Information Literacy and Competency Development

et al. 2023

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This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, there is a lack of greater emphasis on research skills, especially for undergraduate students facing research work for the first time. Consequently, the direct relation between mentoring and research skills may not be straightforward. Thus, driven by social learning theory, the proposed model highlights the mediating effects of information literacy constructs and competency development on the relationship between mentoring and research skills. An empirical study of 539 participants via Partial Least Squares–Structural Equation Modeling supports six of the seven hypothesized paths. Three major theoretical contributions arise from the findings. Firstly, mentoring improves information-seeking skills and information-sharing behaviors and facilitates students’ competency development due to the technical knowledge transfer from the faculty mentor to student mentees. Secondly, information literacy constructs and competency development promote research skills, emphasizing that students with those behaviors and capacities will achieve enhanced research skills. Finally, our findings suggest that mentoring does not directly translate to improved research skills; instead, information-seeking and sharing behaviors and competency development fully mediate such a link. Thus, mentors must shape these behaviors for mentoring to develop students’ research skills. Theoretical and practical insights are outlined from these findings for university leadership to inform the design of mentoring initiatives for undergraduate students.

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Section: Bandura's Social Learning Theorymentioning

confidence: 99%