Theories of human behavior differ in their conceptions of human nature and what they regard as the basic determinants and mechanisms governing self-development, adaptation, and change. Social cognitive theory is rooted in an agentic perspective ( Bandura 1986, 2006a). To be an agent is to influence one's own functioning and events that affect one's life. In this view people are contributors to their life circumstances, not just products of them.


Keywords:

Information Processing and Cognitions;
Psychology

https://www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf

Social cognitive theory

Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.

/pdf/does-changing-behavioral-intentions-engender-behavior-change-4nqh8nlgfo.pdf

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence.

Our literature review focuses on the emerging construct of ethical leadership and compares this construct with related concepts that share a common concern for a moral dimension of leadership (e.g., spiritual, authentic, and transformational leadership). Drawing broadly from the intersection of the ethics and leadership literatures, we offer propositions about the antecedents and outcomes of ethical leadership. We also identify issues and questions to be addressed in the future and discuss their implications for research and practice. Our review indicates that ethical leadership remains largely unexplored, offering researchers opportunities for new discoveries and leaders opportunities to improve their effectiveness.

https://iranakhlagh.nipc.ir/uploads/science_p_10105_5765.pdf

Ethical leadership: A review and future directions

https://leeds-faculty.colorado.edu/dahe7472/Journal%20of%20Management-2008-Ashforth-325-74.pdf

Identification in Organizations: An Examination of Four Fundamental Questions

Human differentiation on the basis of gender is a fundamental phenomenon that affects virtually every aspect of people's daily lives. This article presents the social cognitive theory of gender role development and functioning. It specifies how gender conceptions are constructed from the complex mix of experiences and how they operate in concert with motivational and self-regulatory mechanisms to guide gender-linked conduct throughout the life course. The theory integrates psychological and sociostructural determinants within a unified conceptual structure. In this theoretical perspective, gender conceptions and roles are the product of a broad network of social influences operating interdependently in a variety of societal subsystems. Human evolution provides bodily structures and biological potentialities that permit a range of possibilities rather than dictate a fixed type of gender differentiation. People contribute to their self-development and bring about social changes that define and structure gender relationships through their agentic actions within the interrelated systems of influence.

https://www.uky.edu/~eushe2/Bandura/Bandura1999PR.pdf

Social cognitive theory of gender development and differentiation.

Social Learning Theory

A series of tests was designed for 24-, 30-, and 36-month-old children to measure their ability to apply various gender labels to the appropriate sexes, their capacity to place themselves in their own gender category, and their usage of labels to guide preference behavior. Also, the child's awareness of sex role stereotyping and the relationship of the above measures to parental SES and sex role attitudes were examined. In general, unlike the younger children, the oldest children consistently applied gender labels properly, were certain of their own gender, used same-sex gender labels to guide behavior, and were aware of sex role stereotyping. There was no relation between these measures and demographic variables.

https://www.jstor.org/stable/info/1128126

Gender labels and early sex role development.

BATES, JOHN E.; BENTLER, P. M.; and THOMPSON, SPENCER K. Measurement of Deviant Gender Development in Boys. CHILD DEVELOPMENT, 1973, 44, 591-598. In response to the need for instruments to measure extreme ranges of childhood gender development, for empirical and diagnostic purposes, a parent-report Gender Behavior Inventory for Boys was developed. This inventory was factor analyzed (Study I) and validated (Study II) using normal and extremely effeminate 5-12-year-old boys. 4 factors-feminine behavior, extraversion, behavior disturbance, and mother's boy--emerged. Highly significant mean differences were obtained between a clinical sample of gender-problem referrals and normal controls on 3 of the 4 factors: the gender-problem boys were more effeminate and less extraverted, and showed more behavior disturbances. Within the range-restricted clinical sample, clinical judgments of severity of gender disturbance correlated moderately well only with the feminine behavior factor. Age-trend analyses (Study III) showed an overall tendency for normal 5-10year-old boys to show less cross-gender behavior (feminine behavior) with increasing age; however, specific cross-gender behaviors had low frequencies even at the youngest ages.

Measurement of deviant gender development in boys.

The physical movement and social characteristics of effeminate behavior-problem, referred boys (N=13)were compared with those of normal boys (N=25)and boys (N=12)referred for nongender problems. Parent reports, observer ratings, and videotapes were collected in a series of structured tasks. As expected, mothers described gender-problem sons as much more feminine than the other two groups in interests, activities, and mannerisms. Gender-problem sons were also seen as relatively inactive and introverted. Further, they were non-significantly lower than the clinical control boys in perceived behavior problems, but both groups had marginally more problems than the normal boys. Gender-problem and clinical control boys both showed more body constriction than normal boys in ratings of a videotaped interview. They also both showed less ideal ball-throw form than normal boys on a set of variables scored with slow-motion video. However, in a set of behaviors directly rated in the various tasks, the gender-problem boys gave a uniquely general impression of uncoordination. The groups did not differ on seven additional variables.

Gender-deviant boys compared with normal and clinical control boys.

BUCHANAN, JAMES P., and TIOMPsoN, SPENCER K. A Quantitative Methodology to Examine the Development of Moral Judgment. CHILD DEVELOPMENT, 1973, 44, 186-189. 48 boys, 6-10 years of age, made 2 quantitative moral judgments about characters in stories where levels of damage and intent differed systematically. In accordance with Piaget's predictions, damage was the most important factor in moral decisions for younger children while intent information was more important to older children. However, unlike Piaget's clinical procedure, the experiment's methodology allowed substantiation of the ability of children to simultaneously weigh damage and intent information when making a moral judgment. Other advantages of this quantitative methodology were also presented.

https://www.jstor.org/stable/info/1127700

Spencer K. Thompson

Papers

Social Learning Theory

Gender labels and early sex role development.

Measurement of deviant gender development in boys.

Gender-deviant boys compared with normal and clinical control boys.

A quantitative methodology to examine the development of moral judgment.