Current Research in Human and Computer Development - The Impact of Cognitive Theory on Human and Computer Development - page 33

Social cognitive theory argues that people operate proactively to control their own in-
centives and actions with expectation and intention (Bandura and Locke 2003). In the pro-
cess of self-evaluation, an individual's actions must move forward to produce the preferred
results or there would be little enticement to persist when facing difficulties. Butler and
Mellor (2006) ascertained inspiration is an internal force that contributes to perseverance in
cognitive development activities. When individuals expect that science and technology are
responsible for the positive outcomes in the invention of computer and information techno-
logy, that will sustain the required social change in the human development process.
Finch et al. (2005) reviewed several cognitive theories including the theory of reasoned
action (Ajzen and Fishbein 1980), self-determination theory (Ajzen, I. and Fishbein, M.
1980), social cognitive theory (Bandura 1986), the technology belief model (Ajzen, I. and
Fishbein, M. 1980), the theory of planned cognitive development (Ajzen, I. and Fishbein,
M. 1980) and the transtheoretical model of technological social change (Boehl, T. 2007).
Finch et al. (2005) indicated virtually all cognitive theories for social change pertaining
to the complexity of science and technology serve to affirm the inclination to carry out be-
havior change depends on the anticipated results. Oftentimes, individuals confronting the
challenges necessary to accomplish the desired outcomes consider whether the rewards are
worth the effort.
Butler and Mellor (2006) reported when motivation has an external control, we will real-
ize a sense of effective maintenance that occurs over the short-term but will not persist over
time. Finch et al. (2005) concurred in their report that although advances in initial efforts at
science and technology development exhibit improvement, the rate of sustained considera-
tion in the area is poor. Finch et al. demonstrated a correlation for science and technology
maintenance with the degree of satisfaction encountered with initial expectations for scien-
ce and technology progress. Individuals felt motivated to continue science and technology
development when a likelihood of positive outcomes existed. Unmet expectations can res-
ult in frustration, discontent, and diminished efforts to persevere (Finch et al.).
Finch et al.'s (2005) study at the Computer Learning Center involved two intervention
protocols using the participants' perspectives on science and technology outcome satisfac-
tion. The first group included a focus on a positive attitude for scientific and technologic-
al cognitive development success. A dialogue centered on highly regarded aspects such
as lower technique risks, design of smaller size computer devices such RAM and CPUs,
and increased self-esteem (Rothman 2005) agreed that the second intervention group in-
cluded the use of a more balanced approach. Finch et al. provided the same positive in-
formation as for the first group but added realistic information such as the time it took
to practically design or develop computer devices and control the technology in adapting
to social situations. The researchers assigned the second group extra tasks related to ap-
proaches intended to increase skills for handling tempting situations, raising tolerance for