Social Cognitive Theory for Personal and Social Change by Enabling Media

By A. Bandura. 2003

414 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3eee5c5d66863f165d2ce7a360c12680e8c578df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Literature and Literary Theory

Citations in the corpus

Vicarious intergroup contact effects (2011, background): “…of cross-group interactions in the mass media could serve as a source of information on how to interact successfully in crossgroup situations and could thus improve intergroup attitudes, increase direct in-group contact and in so doing contribute to positive social change (cf. Bandura, 2004).”
How Prepared are the U. S. Preservice Teachers to Teach English Language Learners (2010, background): “Self-efficacy is the belief in one’s capabilities to organize and conduct activities to produce certain outcomes, as well as the perception that the surrounding context is controllable (Bandura, 1993; 2004).”
Improving intergroup relations with extended and vicarious forms of indirect contact (2014, background): “As an example, the observation of contact can be associated with the process of abstract modelling (Bandura, 2004), especially relevant for vicarious contact via the media, whereas merely knowing about it might be less self-involving and influence outgroup attitudes via other processes.”
Experimental Manipulation of Psychological Involvement with Media (2014, background): “Collectively, these theories maintain that engagement with characters and narratives inhibits media consumers’ ability to counter-argue with the message, suppresses reactance, promotes learning, and improves retention of the learned information (Bandura, 2004; Green & Brock, 2002; Moyer-Gusé, 2008; ”
The Primacy of Self-Regulation in Health Promotion (2005, background): “Global applications of social cognitive theory illustrate the fusion of these three models (Bandura, 2004b).”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “And, although vicarious experiences often occur between every day associates such as classmates or family members, the role of television and other media has brought symbolic models to students’ fingertips (Bandura, 2004).”
Explaining the Effects of Narrative in an Entertainment Television Program: Overcoming Resistance to Persuasion (2010, background): “According to SCT, a character who is rewarded for his or her behavior serves to positively motivate and reinforce the value of that behavior in the minds of viewers, whereas punished behaviors are negatively reinforced and thus discouraged as possible actions viewers might take (Bandura, 2004).”
Toward a Theory of Entertainment Persuasion: Explaining the Persuasive Effects of Entertainment‐Education Messages (2008, methodology): “In particular, SCT specifies four cognitive subprocesses that govern observational learning, including attention, retention, production, and motivation.”
The Role of a Narrative's Emotional Flow in Promoting Persuasive Outcomes (2015, neutral): “ences are dissuaded from performing it (Bandura, 2004).”
10 The Effects of Engagement with Entertainment (2013, background): “Narrative persuasion and education-entertainment learning theories (Bandura, 2004; Moyer-Gusé, 2008) do not explicitly address individual differences of audience members as moderators of the effects of involvement with entertainment media.”