Describe the application of Social Cognitive Theory in Information Science and Education.

Running head: PROGRAM EVALUATION 1 PROGRAM EVALUATION 5 Program Evaluationdiv style #button { background-color: #F05A1A; border: 5px; border-radius: 5px; color: white; padding: 5px 5px; text-align: center; text-decoration: none; display: inline-block; font-size: 13px; margin: 4px 2px; cursor: pointer; } /style div class=’alert alert-success’ h3Save your time – order a paper!/h3 p style=’font-size: 16px;’Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlines a href=’/order’ id=’button’Order Paper Now/a /div/div Student’s Name Institution Program Evaluation Application of Social Cognitive Theory in Information Science and Education Social cognitive theory first started as a social learning theory by Albert Bandura for application in psychology. Jenkins, Hall, and Raeside (2018) asserted that, regarding the deployment of social cognitive theory in understanding information seeking behavior and use, the social cognitive theory had been used to explore significant areas. Such areas like consumption of social media content, information retrieval skills in the academic field, information retrieval skills at the workplace, information literacy in the educational field and day to day life information seeking. For instance, Kim (2010) used the theory to explore expectation differences in students of different genders when using university library website resources. With regards to knowledge sharing, Jenkins et al. (2018) found that social cognitive theory has been used to explore various fields like blogging and knowledge management systems. In the field of education, Erlich and Russ-Eft (2011) reviewed the application of social cognitive theory to academic advising for assessment of student learning. Specifically, the researchers applied the social cognitive theory concepts of self-regulated learning as well as self-efficacy for the study. This medium is because these concepts have been successfully applied to education. The idea that learners should be able to recognize, create as well as choose their career plans for successful navigation through their college life contains the elements of self-efficacy concept and self-regulated learning. For instance, Erlich and Russ-Eft (2011) indicated that the confidence in achieving academic plans at a given level could be an indication of a student’s ability to perform academic planning activities at a complex level, which is a demonstration of increased efficacy. Learner’s self-regulated learning skills may help in understanding the learning mechanisms by which a learner acquired the strategies and tactics for performing academic planning activities with independence and sophistication. Program Timeline table class=’wp-block-table’tbodytrtdProject Goal/tdtdRelated Objective/tdtdActivity/tdtdDuration/td/trtrtdTo promote awareness about breast cancer prevention/tdtdBy 2020, increase to 75% proportion of African American women who understand the importance of annual clinical breast exams/tdtdIdentify the population who underutilize clinical breast exams/tdtdJanuary 1, 2020-January 31, 2020/td/trtrtd/tdtd/tdtdDevelop a media campaign to educate African American women about the benefits of early breast cancer detection/tdtdFebruary 1,2020-March 30, 2020/td/trtrtd/tdtd/tdtdTrain faith-based organization members on how to educate their congregations about the benefits of breast cancer screening/tdtdFebruary 1,2020-March 30, 2020/td/trtrtdTo increase early detection of breast cancer through screening/tdtdBy 2020, increase to 60% the proportion of Black American women who have received a mammogram screening/tdtdReduce depictions of breast cancer screening among African women/tdtdFebruary 1, 2020-April 30, 2020/td/trtrtd/tdtd/tdtdAdvocate for increased clinical breast cancer examination and mammography among black American women/tdtdFebruary 1, 2020-April 30, 2020/td/trtrtd/tdtd/tdtdDevise targeted and effective mass media campaigns/tdtdApril 1, 2020-May 30, 2020/td/trtrtdTo improve the quality of life of breast cancer survivors and their loved ones/tdtdBy 2020, decrease breast cancer-related deaths for Black American women by 50%/tdtdPromote existing best practice programs/tdtdMarch 1, 2020-May 30, 2020/td/trtrtd/tdtd/tdtdDevelop guidelines for best practice programs that advocate for and promote healthy living/tdtdFebruary 1, 2020- April 30, 2020/td/trtrtd/tdtd/tdtdMarket existing programs for breast cancer survivors/tdtdMarch 1, 2020-May 30, 2020/td/tr/tbody/table The outcomes of this project will be examined using a formative evaluation which is conducted during the actual operation of the program and uses data gathered during the program cycle. It also provides information during the implementation of the program to help in determining the extent to which the program is being implemented according to the program’s design. The formative evaluation will also answer questions about the program implementation as well as to focus on process objectives and enable the manager to determine whether modifications should be made to program operations even before the program has completed its first year (Kettner, Moroney & Martin, 2017). There will be a need to identify the population who underutilize clinical breast exams to achieve the program’s first goal of promoting awareness about breast cancer prevention among African American women. This medium will develop a media campaign that educates the target population about the benefits of early breast cancer detection and train faith-based organization members on how to educate their congregations about the benefits of breast cancer screening. Various activities like reducing depictions of breast cancer screening among the target population, advocating for increased clinical breast cancer examination and mammography and preparation of targeted and effective mass media campaigns are essential in attaining the program’s second objective of increasing early detection of breast cancer through screening. Finally, to improve the quality of life of breast cancer survivors and their loved ones, there will be a need to promote existing best practice programs, develop guidelines for best practice programs that advocate for and promote healthy living, and market existing programs for breast cancer survivors. References/a Erlich, R. J., & Russ-Eft, D. (2011). Applying social cognitive theory to academic advising to assess student learning outcomes. emNACADA Journal, 31/em(2), 5-15 Hall, H., & Jenkins, L. (2018). Applications and applicability of social cognitive theory in information science research. emJournal of Librarianship and Information Science/em, 1-12. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0961000618769985 Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). emDesigning and managing programs: An effectiveness-based approach/em. (5th ed.). Thousand Oaks, CA: Sage. Kim, Y. M (2010). Gender role and the use of university library website resources: A social cognitive theory perspective. emJournal of Information Science /em36(5), 603-617.