Future research:
HIV/ AIDS
Social Cognitive Framework:
Psychological Theory:
Life-Long Learner:
Stress-Coping Mechanisms:
HIV/ AIDS
- Studies in the behavioral aspect of the prevention of acquired immunodeficiency syndrome ( AIDS) considers the influences and social environment of acquiring the disease. The Social Cognitive Theory and Exercise of Control over HIV Infection abstract begs the question if educating the public on the transmission of HIV is the only form of prevention? With so many preventative measures people mostly need to be taking precautions of self-protection. Developing healthy habits requires self-directed change and influence from the environment. For positive effective change people need behavioral means, resources, and social support to execute efficiently. Self-motivation and guidance are the most important in a strong self-belief in one's efficacy to exercise personal control [3].
Social Cognitive Framework:
- Career development is a fundamentally part of our social cognitive thought process because the formation and elaboration of career-relevant interests, selection of academic and career choice options and the performance and persistence in educational and occupational pursuits. Bandura's general social cognitive theory emphasizes the means by which individuals exercise personal agency in the career development process [7].
Psychological Theory:
- One's control over their own quality of life begins with the Human agency which represents the core features that help operate our phenomenal and functional processes. It is also important to considered the sociocultural influences that operate within the environment that could participate in collective efficiencies, personal destinies, and life [1].
Life-Long Learner:
- How survive getting through school is always a process, but what is even more of a challenge is overcoming these obstacles and what really is important in studying for a class? Students need to relearn how to set goals and objectives like they would for their life. Researchers in this article have sought to understand students to help provide assistance in process that students lack. This includes goal setting, time management, learning strategies, self-evaluation, self-attributions, seeking help or information, and important self-motivational beliefs, such as self-efficacy and intrinsic task interest. This is especially important because every student learns differently, so how do some students regulate their own learning processes. How does a teacher compensate for individual differences in learning, define the essential qualities of academic self-regulation, describe the structure and function of self-regulatory process. and guiding students to learn on their own [11].
- Meta cognition is defines as the awareness of and knowledge about one's own thinking. Social cognitive researchers were interested in social influence on children's development of self-regulation, and studied teacher's modeling and instruction on student's goal setting and self-monitoring. Reactivity implied that students' meta cognitive awareness of particular aspects of their functioning could enhance their self-control. Self awareness is often insufficient when a learner lacks fundamental skills, but it can produce a readiness that is essential for personal change. In the end students needed to know about themselves in order to manage their limitations during efforts to learn [11].
Stress-Coping Mechanisms:
- Conservation of Resources (COR) theory predicts that resources loss is the principal ingredient in the stress process. This article gains to understand the biological, cognitive, and social bases of stress involved in this COR theory. The concepts of stress have always been idealized as external (environmental phenomenon) or internal (mentalistic occurrence). The self derives from primary attachments withing biological families and intimate social groups. The self and the behavioral alternatives available to it, including through are reflections of cultural processes and delineated by cultural scripts and formulations. The encounter of the self with stress involves social consequences [6].