فهرس المقالات Social Cognitive Theory

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  1 - Social-cognitive determinants of fruit and vegetable consumption among Rafsanjan female students, 2018-19: Application of social cognitive theory
  Zahra Soleiman Ahari Mostafa Nasirzadeh Mohammad Asadpour Leili Mazar
  Healthy eating habits in childhood and adolescence prevent many chronic diseases and some types of cancer in adulthood. The aim of this cross-sectional study was to investigate factors affecting fruit and vegetable consumption among female students in Rafsanjan (Souther أکثر

  Healthy eating habits in childhood and adolescence prevent many chronic diseases and some types of cancer in adulthood. The aim of this cross-sectional study was to investigate factors affecting fruit and vegetable consumption among female students in Rafsanjan (Southern Iran), based on the social cognitive theory (SCT). This study was performed on 516 female students (7th-9th grade) in 2018. The data collection tools included a demographic information questionnaire and fruits and vegetable consumption behavior assessment and its determinants based on SCT. Data were analyzed by SPSS-16 software and independent t-test, one-way ANOVA, Pearson correlation test, and multivariate regression analysis at a significant level of 0.05. The average fruit intake was 3.55±1.88, and vegetable consumption was 3.99±2.60 units per day. The results show a significant positive correlation between SCT and fruit and vegetable consumption (p <0.01). Based on the multivariate regression analysis, Behavioral skills (B=0.163, p <0.001) and understanding of the environment (B=0.201, p <0.001), were the most important predictor of consumption of vegetables and fruit, respectively. More than half of the students consumed less than 4 units of fruit and vegetable per day. Therefore, designing, implementing, and evaluating evidence-based interventions with a focus on social determinants is recommended. تفاصيل المقالة
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  2 - EFL Teachers' Perception of Using Stylistic Imitation in EFL Classes: Benefits and the Challenges
  Arash Dehghanian Seyyed Hassan Seyyed Rezaei Omid Mazandarani Ghasem Barani
  10.30495/ttlt.2023.705431
  Writing always plays an essential part in learning languages, mostly due to close connections it bears to speaking and reading development. Nevertheless, next to speaking and reading, writing is comparatively less attended to. This paper is an attempt to look into the p أکثر

  Writing always plays an essential part in learning languages, mostly due to close connections it bears to speaking and reading development. Nevertheless, next to speaking and reading, writing is comparatively less attended to. This paper is an attempt to look into the potential stylistic imitation holds in learning how to write as well as how this technic is perceived by the EFL teachers. Action research offers an invaluable chance to delve into the real-life issues teachers deal with on a daily basis. In-service teachers attending a writing course took part in this study to experience first-hand how it feels to use imitation in class to teach writing. They were first presented with a model paragraph and asked to imitate it, first closely sticking to the style of the writer, then freely making changes to the wording and structure as they see fit. Lastly, they were asked to reflect upon the experience. It was revealed that most teachers believed stylistic imitation can benefit learners and they intend to practice it in their classes. They seem to believe stylistic imitation can be of extraordinary help to novice learners in their classes in that it can alleviate the burden they feel trying to master writing. However, a few argued against it stating concerns for voices getting lost and styles getting killed. تفاصيل المقالة