Social Cognitive Theories of Personality

Williams, S. Lloyd; Cervone, Daniel

doi:10.1007/978-1-4419-8580-4_8

Cited by 7 publications

(5 citation statements)

References 159 publications

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“…As individuals go through the cycle of knowledge acquisition repeatedly, they develop a default rewarding value of these different processes, forming a context independent, personality-like curiosity or interest. This idea is consistent with a social-cognitive view of personality development (Williams and Cervone 1998) and explains why curiosity and interest can be described as both state and trait (Grossnickle 2014).…”

Section: Traitssupporting

confidence: 85%

Process Account of Curiosity and Interest: A Reward-Learning Perspective

2019

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Previous studies suggested roles for curiosity and interest in knowledge acquisition and exploration, but there has been a long-standing debate about how to define these concepts and whether they are related or different. In this paper, we address the definition issue by arguing that there is inherent difficulty in defining curiosity and interest, because both curiosity and interest are naïve concepts, which are not supposed to have a priori scientific definitions. We present a reward-learning framework of autonomous knowledge acquisition and use this framework to illustrate the importance of process account as an alternative to advance our understanding of curiosity and interest without being troubled by their definitions. The framework centers on the role of rewarding experience associated with knowledge acquisition and learning and posits that the acquisition of new knowledge strengthens the value of further information. Critically, we argue that curiosity and interest are the concepts that they subjectively construe through this knowledge-acquisition process. Finally, we discuss the implications of the reward-learning framework for education and empirical research in educational psychology.Many people agree that curiosity and interest are central parts of our intellectual behavior, playing an essential role in our daily and professional life. The importance of nurturing curiosity and interest in classrooms has been repeatedly emphasized in both academic and lay literature (e.g., Dewey 1913;Kohn 1986;Pink 2010;Renninger

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Section: Traitssupporting

confidence: 85%

Process Account of Curiosity and Interest: A Reward-Learning Perspective

2019

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“…In this context, adolescents who believe they can master challenges will experience less anticipatory anxiety and thus participate more vigorously in social activities. Psychological interventions such as guided mastery therapy [ 69 , 70 ] have been shown to enhance the perception of self-efficacy. For some adolescents, strengthening social support may not be an option; thus, empowering their perception of social self-efficacy may provide hope and confidence.…”

Section: Discussionmentioning

confidence: 99%

Mitigating adolescent social anxiety symptoms: the effects of social support and social self-efficacy in findings from the Young-HUNT 3 study

Aune

Juul

Beidel³

et al. 2020

Eur Child Adolesc Psychiatry

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Adolescents' exposure to negative life events (NLEs) and potentially traumatic events is highly prevalent and increases their risk of developing psychological disorders considerably. NLE exposure has also been linked to the development of social anxiety disorder (SAD) among older children and young adolescents. Despite the relatively low treatment efficacy reported for children and adolescents suffering from SAD, few studies have addressed the extent to which resilience factors, such as social support and social self-efficacy, are associated with SAD symptoms. This study examined whether social support and social self-efficacy predict, and buffer against SAD symptoms using a large, population-based sample of adolescents, among whom a large proportion have experienced NLEs. The results reveal that NLEs are significantly associated with SAD symptoms, while social support and social self-efficacy are both negatively associated with SAD symptoms. Only the NLEs × social support interaction significantly predicted SAD symptoms, with social support attenuating the association between NLEs and SAD symptoms. Moreover, increases in both social self-efficacy and social support were associated with reduced SAD symptoms, over and above variance explained by social support alone. Our cumulative results suggest that interventions that can modify both social support and social self-efficacy may help reduce SAD symptoms in at-risk adolescents.

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“…Individuals with low self-efficacy may not persist through difficult tasks, will be likely to feel as though they cannot successfully fulfil the task and may feel overwhelmed by the task (Sharf, 2010). It is unlikely that an individual has either a high or a low sense of self-efficacy for every endeavour, but typically has a generalised sense of efficacy across a range of activities perceived as functionally related (Williams & Cervone, 1998). The flexibility or variation of one's efficacy thus depends largely on the context of the situation, including the task, the people and surroundings, and the person's feelings of competence on similar tasks (Sharf, 2010).…”

Section: Social Cognitive Career Theorymentioning

confidence: 99%

Career Counselling New and Professional Immigrants: Theories into Practice

Kennedy

Chen

2012

Australian Journal of Career Development

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New and professional immigrants encounter extreme hardships and difficulties in their career experience after arriving in Canada. In addition to underemployment or unemployment concerns, new and professional immigrants endure many cross-cultural barriers. This article attempts to examine the application of career development theories in the context of career development and counselling for new and professional immigrants. It begins with a discussion of some of the barriers that affect new and professional immigrants' career development. Subsequently, it reviews some of the key facets of social cognitive career theory, as well a narrative career counselling approach, and how they specifically relate to new and professional immigrants' career development. The article concludes with intervention strategies, implications and support strategies aimed at dealing with the career development and career counselling needs of new and professional immigrants in Canada. The problems, concepts and solutions will also apply in other settings.

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Social Cognitive Theories of Personality

Cited by 7 publications

References 159 publications

Process Account of Curiosity and Interest: A Reward-Learning Perspective

Process Account of Curiosity and Interest: A Reward-Learning Perspective

Mitigating adolescent social anxiety symptoms: the effects of social support and social self-efficacy in findings from the Young-HUNT 3 study

Career Counselling New and Professional Immigrants: Theories into Practice

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