The authors address the verification of the functional properties of self-efficacy beliefs and document how self-efficacy beliefs operate in concert with goal systems within a sociocognitive theory of self-regulation in contrast to the focus of control theory on discrepancy reduction. Social cognitive theory posits proactive discrepancy production by adoption of goal challenges working in concert with reactive discrepancy reduction in realizing them. Converging evidence from diverse methodological and analytic strategies verifies that perceived self-efficacy and personal goals enhance motivation and performance attainments. The large body of evidence, as evaluated by 9 meta-analyses for the effect sizes of self-efficacy beliefs and by the vast body of research on goal setting, contradicts findings (J. B. Vancouver, C. M. Thompson, & A. A. Williams, 2001; J. B. Vancouver, C. M. Thompson, E. C. Tischner, & D. J. Putka, 2002) that belief in one’s capabilities and personal goals is self-debilitating. Social cognitive theory is rooted in an agentic perspective in which people function as anticipative, purposive, and selfevaluating proactive regulators of their motivation and actions (Bandura, 2001). A theory embodying feed-forward selfregulation differs from control theories rooted solely in a negative feedback control system aimed at error correction. Among the mechanisms of human agency, none is more central or pervasive than beliefs of personal efficacy. Whatever other factors serve as guides and motivators, they are rooted in the core belief that one has the power to produce desired effects; otherwise one has little incentive to act or to persevere in the face of difficulties. Selfefficacy beliefs regulate human functioning through cognitive, motivational, affective, and decisional processes (Bandura, 1997). They affect whether individuals think in self-enhancing or selfdebilitating ways, how well they motivate themselves and persevere in the face of difficulties, the quality of their emotional well-being and their vulnerability to stress and depression, and the choices they make at important decisional points.

La théorie socio-cognitive adopte une perspective d’action pour ce qui est du développement, de l’adaptation et du changement humains. Cette théorie distingue trois types d’action: l’action personnelle exercée individuellement, l’action par procuration où l’on s’assure de bénéfices désirés en incitant autrui a intervenir en sa faveur, et l’action collective où les gens agissent ensemble pour construire leur avenir. Des dichotomies conflictuelles parsèment notre domaine, opposant l’autonomie et l’interdépendance, l’individualisme et le collectivisme. Les déterminants et les doses d’action individuelle, par procuration et collective varient culturellement. Mais tous les modes d’action sont nécessaires pour parvenir á ses fins quel que soit le contexte culturel. Les cultures sont diverses et dynamiques, ce ne sont pas des monolithes statiques. La diversité intraculturelle et les écarts dans les orientations psychosociales mettent en évidence la dynamique aux multiples facettes des cultures. La globalisation croissante, la pluralité des sociétés et l’immersion dans un monde virtuel qui se joue du temps, des distances, des lieux et des frontières incitent

To fully appreciate the opportunities provided by interactive and ubiquitous multimedia to record and share experiences, we report on an ethnographic investigation on the settings and nature of human memory and experience at a large-scale event. We studied two groups of spectators at a FIA World Rally Championship in Finland, both equipped with multimedia mobile phones. Our analysis of the organization of experience-related activities in the mass event focuses on the active role of technology-mediated memories in constructing experiences. Continuity, reflexivity in regard to the Self and the group, maintaining and re-creating group identity, protagonism and active spectatorship were important social aspects of the experience and were directly reflected in how multimedia was used. Particularly, we witnessed multimedia-mediated forms of expression such as staging, competition, storytelling, joking, communicating presence, and portraying others; and the motivation for these stemmed from the engaging, processual, and shared nature of experience. Moreover, we observed how temporality and spatiality provided a platform for constructing experiences. The analysis advocates applications that not only store or capture human experience for sharing or later use but also actively participates in the very construction of experience. The approach conveys several valuable design implications. Large-scale events, ethnographic field study, sharing experiences, constructive memory, mobile and ubiquitous multimedia, active spectators 1

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer-interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)-- animated digital characters functioning to simulate human-peer-like interaction-- might provide an opportunity to simulate such social interaction in computer-based learning. The purpose of this paper is first to ground the instructional potential of PALs in several social-cognitive theories, which include distributed cognition, social interaction, and Bandura’s social-cognitive theory. The paper discusses how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Next, based on the theoretical perspectives, the paper suggests seven key constituents for designing PALs that in human-peer interactions have proven significant: PAL competency, interaction type, gender, affect, ethnicity, multiplicity, and feedback. Finally, the paper reviews the current status of PAL research with respect to these constituents and suggests where further empirical research is necessary.

First-generation digital reference training centered on technology, policies, procedures, and basic online communication tactics. Recent research and theoretical developments in adult education, digital communication, cognitive psychology, and human–computer interaction can move digital reference training into its second generation. Synthesizing current interdisciplinary developments, this paper presents four overarching guidelines and essential training principles for each stage of the reference interview. ver the past quarter century, reference staff have been taught to use interview techniques rooted in adult learning, cognitive psychology, and interpersonal communication theory. At its best, the first generation of digital reference training builds on this rich foundation by centering on the patron’s contextualized information need rather than the potentials of any particular technology. 1 Of necessity, however, these first efforts o�en focused on the functional essentials of so�ware, procedures, and communication tactics. 2 Now that this service is well established, 3 it is time to incorporate recent theoretical advancements regarding digital interactions from our sister disciplines. This paper’s synthesis of recent theoretical and research work in psychology, education, communication, and human–computer interaction (HCI) applies recent critical works to specific stages of the digital reference interaction. Both enhancing and updating the multidisciplinary foundations of refer-

The extraordinary advances in electronic technologies and global human interconnectedness present novel adaptational challenges and expanded opportunities for people to shape their social future and national life. The present article analyzes these pervasive transformational changes from an agentic theoretical perspective rooted in the exercise of perceived per-sonal and collective efficacy. By acting on their efficacy beliefs, people ply the enabling functions of electronic systems to promote their education,

Abstract. Social cognitive optimization (SCO) is a simple behavioral model based on human social cognition. By formalizing the fundamental social cognitive agent, the single-agent and multiagent models of SCO are studied. After realizing the goodness evaluation, the experiments results of SCO are compared with existing results on five engineering design problems, which show that SCO can get high-quality solutions efficiently, even by the single-agent model.

In this paper we present a new approach to monitor noise pollution involving citizens and built upon the notions of participatory sensing and citizen science. We enable citizens to measure their personal exposure to noise in their everyday environment by using GPS-equipped mobile phones as noise sensors. The geo-localised measures and user-generated meta-data can be automatically sent and shared online with the public to contribute to the collective noise mapping of cities. Our prototype, called NoiseTube, can be found online.

An architecture for action selection is presented linking emotion, cognition and behavior. It defines the information and emotion processes of an agent. The architecture has been implemented and used in a prototype environment.

Abstract. In this paper, we model agent role adoption when they are under the influence of peers and must account for their capabilities as well. Our model suggests a strategy for role adoption that decreases tension among agents. We show the contention between considering social pressure versus role qualification as two factors for role adoption. 1