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Carla Sharp - One of the best experts on this subject based on the ideXlab platform.
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Social cognition mediates the relation between attachment schemas and posttraumatic stress disorder.
Psychological trauma : theory research practice and policy, 2016Co-Authors: Amanda Venta, Claire Hatkevich, William Mellick, Salome Vanwoerden, Carla SharpAbstract:Objective A Social-Cognitive Perspective on posttraumatic stress disorder (PTSD) has been proposed and posits that impaired Social cognition, rooted in attachment insecurity, plays a role in the development of PTSD. Support for the role of impaired Social cognition in PTSD has been found in adults, but the Social-Cognitive Perspective on PTSD has not been examined in adolescents. This study sought to explore differences in Social cognition and PTSD on the basis of attachment security, and it examined Social cognition as a mediator in the relation between attachment security and PTSD and with regard to PTSD symptom change during inpatient treatment. Method We recruited 142 adolescents from an inpatient psychiatric hospital, where adolescents and their parents completed assessments at admission and discharge. Results Adolescents with a secure attachment demonstrated better Social-Cognitive skills than did those with an insecure attachment. Social cognition mediated the relation between adolescents' maternal attachment representations and PTSD at admission across 3 self- and parent-report measures. Social cognition also mediated the relation between adolescents' maternal attachment representations at admission and PTSD treatment outcome. Conclusion This study provides the 1st support for the application of Sharp, Fonagy, and Allen's (2012) Social-Cognitive Perspective of PTSD to adolescents by showing a link between clinically significant symptoms of PTSD and attachment security through Social-Cognitive impairment. Findings indicate that improvement in PTSD during medium-stay inpatient treatment is partially driven by baseline attachment security and Social-Cognitive abilities, highlighting the potential of Social-Cognitive skills as important targets of clinical intervention among adolescents with PTSD. (PsycINFO Database Record
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posttraumatic stress disorder a Social Cognitive Perspective
Clinical Psychology-science and Practice, 2012Co-Authors: Carla Sharp, Peter Fonagy, Jon G. AllenAbstract:This study offers a developmentally sensitive conceptual understanding of trauma by viewing posttraumatic stress disorder (PTSD) through the lens of Social cognition. First, we justify our focus on Social cognition by examining the literature on problematic interpersonal relationships associated with PTSD. Next, we link impaired Social cognition to the developmental compromise of mentalizing capacity in attachment relationships. We then integrate the diverse research literature into a Social-Cognitive model of the development of PTSD. We finally conclude by suggesting directions for future research, as it might be shaped by trends in Social-Cognitive neuroscience.
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Posttraumatic Stress Disorder: A Social‐Cognitive Perspective
Clinical Psychology: Science and Practice, 2012Co-Authors: Carla Sharp, Peter Fonagy, Jon G. AllenAbstract:This study offers a developmentally sensitive conceptual understanding of trauma by viewing posttraumatic stress disorder (PTSD) through the lens of Social cognition. First, we justify our focus on Social cognition by examining the literature on problematic interpersonal relationships associated with PTSD. Next, we link impaired Social cognition to the developmental compromise of mentalizing capacity in attachment relationships. We then integrate the diverse research literature into a Social-Cognitive model of the development of PTSD. We finally conclude by suggesting directions for future research, as it might be shaped by trends in Social-Cognitive neuroscience.
Barry J. Zimmerman - One of the best experts on this subject based on the ideXlab platform.
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Attaining self-regulation : a Social Cognitive Perspective
2000Co-Authors: Barry J. ZimmermanAbstract:Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of Social Cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, Social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)
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Becoming a Self-Regulated Writer: A Social Cognitive Perspective
Contemporary Educational Psychology, 1997Co-Authors: Barry J. Zimmerman, Rafael RisembergAbstract:Abstract Becoming an adept writer involves more than knowledge of vocabulary and grammar, it depends on high levels of personal regulation because writing activities are usually self-planned, self-initiated, and self-sustained. We present a Social Cognitive model of writing composed of three fundamental forms of self-regulation: environmental, behavioral, and covert or personal. Each of these triadic forms of self-regulation interact reciprocally via a cyclic feedback loop through which writers self-monitor and self-react to feedback about the effectiveness of specific self-regulatory techniques or processes. Well known writers’ personal descriptions of ten major self-regulatory techniques are recounted, and empirical studies demonstrating the effectiveness of these self-regulatory techniques are discussed. We conclude that writing self-regulation is a complex system of interdependent processes that are closely linked to an underlying sense of self-efficacy, and we discuss implications of the proposed model of self-regulatory processes and self-beliefs for guiding future research and developing innovative writing instruction.
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Self-regulation involves more than metacognition: A Social Cognitive Perspective
Educational Psychologist, 1995Co-Authors: Barry J. ZimmermanAbstract:The issues that Winne found troubling about student failures to self-regulate effectively were considered from a Social Cognitive Perspective. From this viewpoint, self-regulation involves more than metaCognitive knowledge and skill, it involves an underlying sense of self-efficacy and personal agency and the motivational and behavioral processes to put these self beliefs into effect. Views of self-regulated learning that do not include this core self-referential system have difficulty explaining human failures to self-regulate, especially when such efforts are known metaCognitively to be helpful. To explain students' self-regulation failures as well as their successes in naturalistic settings, educational psychologists need to expand their views of self-regulation beyond metaCognitive trait, ability, or stage formulations and begin treating it as a complex interactive process involving Social, motivational, and behavioral components. Such a Perspective reveals not only the complexity of self-regulation b...
Robert W. Lent - One of the best experts on this subject based on the ideXlab platform.
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A Social Cognitive Perspective on ASSESSMENT in CAREER COUNSELING: The Case of Tiodore
The Career Planning and Adult Development Journal, 2014Co-Authors: Ijeoma Ezeofor, Robert W. LentAbstract:This article illustrates how career counselors operating within a Social Cognitive Career Theory (SCCT) framework might use assessment in their work with career clients. We begin by providing a brief description of Tiodore, a young adult client seen for career choice counseling. We summarize some SCCT assumptions and constructs that helped guide the counselor's work with him, including the career assessments that were employed. We then discuss how assessment was integrated into career counseling and reflect on how, from an SCCT Perspective, assessment results can be used as a catalyst for career exploration and decision-making activities.About TiodoreTiodore was a client seen by the first author at a college counseling center. To safeguard his identity, his name and biographical information were changed. Certain features of the case were also altered in order to emphasize the use of Social Cognitive procedures. Tiodore was a twentyone year-old Black, heterosexual male, born in Liberia during the time of a civil war. He immigrated with his aunt to the US when he was three years old, rejoining his father and mother, who were already in the US working as a nursing assistant and pharmacist, respectively. The oldest of four children, Tiodore had two younger sisters and a younger brother. At intake, he was a first-semester sophomore at a four-year college, majoring in mechanical engineering.Tiodore sought assistance because he was unsure about continuing on the career path as an engineer. He was eventually seen for seven sessions over the course of three months, with one or two more sessions planned. During the first session, Tiodore reported that he had decided on a career in mechanical engineering after viewing a career catalog provided to him by his high school counselor. He had enjoyed playing with construction toys while growing up and believed he had good mechanical skills and would enjoy hands-onjob activities. In addition, Tiodore felt at the time that a career as a mechanical engineer would allow him to return to Liberia and serve the underprivileged population there. Since declaring his major, he had completed some engineering courses and done well in them. However, in the few months prior to his coming to career counseling, he had begun to feel that he needed to find a new career path that would guarantee his ability to help people in Liberia.Tiodore was aware that he could be helpful in Liberia as a mechanical engineer but he had recently joined a mentorship program at the start of the semester in which he mentored local high school students. This experience had reignited his desire to work directly with people. He explained that he had always enjoyed helping others and regularly assisted his siblings with various issues. He had begun to feel that, though a career as a mechanical engineer would allow him to earn a comfortable salary, it would not fit his current plan to directly help underserved persons in Liberia. Although mechanical engineering had lost much of its appeal to him, Tiodore was unsure what else he might want to do. He had wondered about going to medical school but decided he had no interest in this field.Tiodore said he spent a considerable amount of time researching mechanical engineering after first learning about it and deciding that he would pursue this career. He did not know much about the world of work and hoped career counseling would help him expand his knowledge of different career options. Tiodore said that he liked to have lots of information and required lots of time when making important decisions. He commented that part of his problem was that he did not know enough about the breadth of careers that existed. He wanted to identify the correct major now so as not to waste time. He also identified a desire to be a good role model to his younger siblings as part of his motivation to find the right career.Although Tiodore had never returned to Liberia after immigrating, he felt pulled to return there, a goal supported by his parents. …
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a Social Cognitive Perspective on coping with cancer theory research and intervention
The Counseling Psychologist, 2013Co-Authors: Mary Ann Hoffman, Robert W. Lent, Trisha L RaquebogdanAbstract:With increases in the number of cancer survivors, many persons now experience cancer as a chronic disease followed by adaptation to a new reality of what is normal in their lives. In response, cancer survivorship researchers have begun attending to the multidimensional needs of survivors, including the need to promote optimal psychological adaptation and health. Theoretical models of well-being that account for the complexity of survivorship issues are needed. We present a Social Cognitive model of restorative well-being as a framework for reviewing recent research on coping with early stage adult cancer (i.e., stages I and II) and optimizing post-treatment adjustment. We focus on research on cancer-related coping strategies, efficacy beliefs, personality traits, and environmental supports, which have been linked to adjustment outcomes and which may inform psychoSocial interventions. By grounding this research in a theoretical base, we highlight the potential for counseling psychologists’ contributions to...
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A Social Cognitive Perspective on well-being in educational and work settings: Cross-cultural considerations
International Journal for Educational and Vocational Guidance, 2009Co-Authors: Hung-bin Sheu, Robert W. LentAbstract:Una Perspectiva Socio-Cogntiva sobre el Bienestar en Contextos Educativos y Laborales: consideraciones cross-culturales . Este artículo presenta una panorámica general de la perspectiva socio-cognitiva aplicada al bienestar y ajuste (Lent, 2004), junto con un modelo de satisfacción educativa y relacionada con el trabajo (Lent & Brown, 2006) derivado de la misma. La perspectiva teórica integra variables cognitivas, de comportamiento, Sociales y de personalidad que hipotéticamente promueven el ajuste positivo, tanto a nivel general como en ámbitos concretos de nuestra vida, como el trabajo y la escuela. Se han aplicado pruebas para probar estos modelos socio-cognitivos, se ofrecen aquí los resultaos iniciales y se revisan sus implicaciones para la práctica e investigación desde una perspectiva cross-cultural. The article gives an overview of a Social Cognitive Perspective on psychoSocial well-being and adjustment (Lent, 2004), along with a model of educational and work-related satisfaction (Lent & Brown, 2006) that has been derived from it. The theoretical Perspective integrates Cognitive, behavioural, Social, and personality variables hypothesized to jointly promote positive adjustment, both generally and within particular life domains, such as work and school. We also review initial findings testing these Social Cognitive models and consider their implications for cross-cultural practice and research. Une Perspective socioCognitive sur le bien-être dans les contextes éducatifs et de travail: considérations interculturelles . L’article donne une vue d’ensemble d’une Perspective socioCognitive sur le bien-être et l’ajustement psychoSocial (Lent, 2004) selon un modèle de satisfaction qui en a été dérivé pour des contextes éducationnel et lié au travail (Lent & Brown, 2006). La Perspective théorique intègre des variables Cognitives, comportementales, Sociales et de personnalité présumées favoriser conjointement un ajustement positif, à la fois en général et dans des domaines particuliers de la vie, tels que le travail et l’école. Les premiers résultats relatifs à l’examen de ces modèles sociocognitifs et la prise en considération de leurs implications pour la pratique et la recherche interculturelles sont également passés en revue. Eine sozialkognitive Betrachtung des Wohlergehens in Bildung und Arbeit: Interkulturelle Überlegungen . Dieser Artikel gibt einen Überblick über eine sozialkognitive Betrachtung der Bedingungen für ein psychosozial verstandenes Gefühl des Wohlergehens (Lent, 2004), in Verbindung mit einem Modell der Zufriedenheit in Bezug auf Bildungs- und Arbeitsumgebungen (Lent & Brown, 2006), welches aus ersterem abgeleitet wurde. Die theoretische Betrachtung umfasst kognitive, verhaltenswissenschaftliche, soziale und persönlichkeitsbezogene Variablen, von denen angenommen wird, dass sie gemeinsam eine positive Anpassung fördern, und zwar sowohl im Allgemeinen als auch in besonderen Lebensbereichen wie Arbeitsplatz und Schule. Weiterhin werden erste Ergebnisse zur Überprüfung dieser sozialkognitiven Ansätze vorgestellt, sowie daraus abzuleitende Schlussfolgerungen für die interkulturelle Praxis und Forschung.
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A Social Cognitive Perspective on well-being in educational and work settings: Cross-cultural considerations
International Journal for Educational and Vocational Guidance, 2008Co-Authors: Hung-bin Sheu, Robert W. LentAbstract:The article gives an overview of a Social Cognitive Perspective on psychoSocial well-being and adjustment (Lent, 2004), along with a model of educational and work-related satisfaction (Lent & Brown, 2006) that has been derived from it. The theoretical Perspective integrates Cognitive, behavioural, Social, and personality variables hypothesized to jointly promote positive adjustment, both generally and within particular life domains, such as work and school. We also review initial findings testing these Social Cognitive models and consider their implications for cross-cultural practice and research.
Peter A. Creed - One of the best experts on this subject based on the ideXlab platform.
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Perceived research environment, motivation, and academic interest in research: a Social-Cognitive Perspective
International Journal for Educational and Vocational Guidance, 2021Co-Authors: Dian R. Sawitri, Peter A. CreedAbstract:Perceptiones del ambiente de investigación, motivación e interés en investigación: Una perspectiva sociocognitiva Utilizando la teoría sociocognitiva de la carrera como marco de referencia, investigamos si la autoeficiacia en investigación y las expectativas de resultado mediaron entre el ambiente de investigación percibido y la motivación por la investigación (intrínseca, extrínseca y evitación del fracaso) y el interés en la investigación. Los participantes fueron 290 académicos indonesios (48,8% mujeres, con una media de 43 años de edad). El ambiente de investigación percibido y la evitación del fracaso se relacionaron indirectamente con el interés por la investigación a través de la autoeficacia y las expectativas de resultado, y la motivación intrínseca se relacionó tanto directa como indirectamente. El ambiente de investigación percibido se relacionó indirectamente con las expectativas de resultado mediada por la auto eficacia; la motivación intrínseca y la evitación del fracaso se relacionaron tanto directa como indirectamente y la motivación extrínseca se relacionó directamente. Perception de l’environnement de la recherche, motivation et intérêt universitaire pour la recherche : une Perspective Sociale Cognitive En utilisant la théorie Sociale Cognitive de la carrière comme cadre théorique, nous avons cherché à savoir si le sentiment d’efficacité personnelle pour la recherche et les attentes en matière de résultats médiatisaient la relation entre la perception de l’environnement de la recherche, la motivation pour la recherche (intrinsèque, extrinsèque et évitement de l’échec) et l’intérêt pour la recherche. Les participants étaient 290 universitaires indonésiens (48,8 % de femmes; âge moyen 43 ans). La perception de l’environnement de la recherche et l’évitement de l’échec étaient indirectement liés à l’intérêt pour la recherche via le sentiment d’auto-efficacité personnelle et les attentes de résultats, et la motivation intrinsèque était liée à la fois directement et indirectement. La perception de l’environnement de la recherche était indirectement liée aux attentes en matière de résultats par le biais du sentiment d’auto-efficacité personnelle; la motivation intrinsèque et l’évitement de l’échec étaient liés à la fois directement et indirectement; et la motivation extrinsèque était directement liée. Using Social-Cognitive career theory as a framework, we investigated whether research self-efficacy and outcome expectations mediated between perceived research environment and research motivation (intrinsic, extrinsic, and failure avoidance) and interest in research. Participants were 290 Indonesian academics (48.8% female; mean age 43 years). Perceived research environment and failure avoidance were related indirectly to interest in research via self-efficacy and outcome expectations, and intrinsic motivation was related both directly and indirectly. Perceived research environment was related indirectly to outcome expectations via self-efficacy; intrinsic motivation and failure avoidance were related both directly and indirectly; and extrinsic motivation was related directly. Wahrnehmung des Forschungsumfelds, der Motivation und des akademischen Interesses an Forschung: Eine sozial-kognitive Perspektive Im Rahmen der sozialkognitiven Laufbahntheorie untersuchten wir, ob die forschungsbezogene Selbstwirksamkeit und Ergebniserwartung (outcome expectation) zwischen der wahrgenommenen Forschungsumgebung und der Forschungsmotivation (intrinsisch, extrinsisch und Fehlervermeidung) und dem Forschungsinteresse vermitteln. Teilnehmende waren 290 indonesische Akademiker (48,8% weiblich; Durchschnittsalter 43 Jahre). Die wahrgenommene Forschungsumgebung und die Vermeidung von Misserfolgen werden indirekt über die Selbstwirksamkeit und die Ergebniserwartungen mit dem Interesse an der Forschung in Verbindung gebracht, und die intrinsische Motivation steht sowohl direkt als auch indirekt in Zusammenhang. Die wahrgenommene Forschungsumgebung hängt indirekt über die Selbstwirksamkeit mit den Ergebniserwartungen zusammen; intrinsische Motivation und Misserfolgsvermeidung stehen sowohl direkt als auch indirekt in Zusammenhang; und die extrinsische Motivation steht in einem direkten Zusammenhang.
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Perceived research environment, motivation, and academic interest in research: a Social-Cognitive Perspective
International Journal for Educational and Vocational Guidance, 2021Co-Authors: Dian R. Sawitri, Peter A. CreedAbstract:Using Social-Cognitive career theory as a framework, we investigated whether research self-efficacy and outcome expectations mediated between perceived research environment and research motivation (intrinsic, extrinsic, and failure avoidance) and interest in research. Participants were 290 Indonesian academics (48.8% female; mean age 43 years). Perceived research environment and failure avoidance were related indirectly to interest in research via self-efficacy and outcome expectations, and intrinsic motivation was related both directly and indirectly. Perceived research environment was related indirectly to outcome expectations via self-efficacy; intrinsic motivation and failure avoidance were related both directly and indirectly; and extrinsic motivation was related directly.
Lauren Morere - One of the best experts on this subject based on the ideXlab platform.
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College Students' Social Justice Interest and Commitment: A Social-Cognitive Perspective.
Journal of Counseling Psychology, 2009Co-Authors: Matthew J. Miller, Kerrin Sendrowitz, Christopher C. Connacher, Susana Blanco, Cristina Muñiz De La Peña, Shaina Bernardi, Lauren MorereAbstract:In this study, the authors examined the degree to which Social-Cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of Social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and indirect effects structural models. The direct effects model estimated the direct effect of Social supports and barriers on Social justice commitment and the indirect effects model estimated the effect of Social supports and barriers indirectly through self-efficacy. Overall, the present findings supported the use of SCCT within the Social justice domain, as Social justice self-efficacy and outcome expectations were useful in explaining the development of college students' Social justice interest and commitment. The present findings supported the indirect effects model of Social justice interest and commitment over the direct effects model. Finally, unique to prior tests of SCCT in vocational and academic domains, Social supports and barriers exhibited an indirect effect on commitment through outcome expectations. Study limitations, future directions for research, and implications for facilitating college students' Social justice interest and commitment are discussed.