Cognitive Dissonance in the Learning Processes

Adcock, Amy

doi:10.1007/978-1-4419-1428-6_5

Cited by 15 publications

(10 citation statements)

References 3 publications

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“…From the Table 7, it is observed that all the independent variables have higher significant values and all of them are less than the value (.05), which means that the relation is direct and significant (Adcock, 2012; Cartwright, 2002). All the independent variables have significant impact on the dependent variable i.e.…”

Section: Resultsmentioning

confidence: 98%

“…Knowledge workers are considered as a backbone, capital and asset of any organization (Attwell, 2010). Knowledge workers remain motivated, agile, and strive to move towards self-actualization (Adcock, 2012). Presence of knowledge worker keeps the working environment charged emotionally and motivationally (Birmingham, 2015).…”

Section: Theorymentioning

confidence: 99%

“…Cognitive dissonance theory explains that knowledge at individual and organizational level is challenged, explored and exploited with accommodation and assimilation processes by the knowledge workers by introducing acceptable new behaviours (Adcock, 2012). Similarly, Human Capital Theory, Public Service Motivation Theory, General economic theory of production and Ducker's knowledge-worker productivity theory state and support knowledge worker as the asset, mind, soul and heart of the organization (Wong, 2012; Adcock, 2012).…”

Section: Theorymentioning

confidence: 99%

“…These processes are supported by organizational goals, environmental demands, threats and opportunities (Moon et al., 2017; Gino and Staats, 2015). It has been found that the most influencing cognitive factors of cognitive prospective are knowledge workers, leadership style and role, employees empowerment, organizational culture, organizational structure, organizational strategy, performance measurement system, training and development (Alalwan et al., 2016; Adcock, 2012; Coetzer et al., 2017). Therefore, the researchers have recommended that the role and impact of the theses cognitive factors should explored for the organizational learning development in various sectors.…”

Section: Introductionmentioning

confidence: 99%

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Impact of the cognitive learning factors on sustainable organizational development

Turi

Sorooshian

Javed

2019

Heliyon

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BackgroundOrganizational cognition is a system and process aims at the improvement of organizational learning and development. It subsumes attention, leadership, culture, structure, empowerment, knowledge workers and decision-making and problem-solving processes.ObjectiveThe focus of this study is to assess the impact of the cognitive learning factors on sustainable Organizational development.MethodologyData was collected from 22 universities in Pakistan and 137 faculty members participated in the survey. Cross-sectional quantitative technique based on survey and convenient sampling was adopted for data collection. SPSS was used for data analysis.ResultsThe results indicate significant impact of the cognitive factors on the Organizational development in the learning organizations like universities. Among all, knowledge workers and empowerment was found more significant as compared to other cognitive elements.RecommendationThe study recommends further exploration of other cognitive and contextual elements for boosting learning and development.

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Section: Resultsmentioning

confidence: 98%

Section: Theorymentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of the cognitive learning factors on sustainable organizational development

Turi

Sorooshian

Javed

2019

Heliyon

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“…In this constructive framework, learning occurs when people actively give meaning to their experience, individually or in social interaction. Learning is enhanced when the learner experiences cognitive dissonance (Adcock, 2012): a conflict created by the difference between what the learner already knows or believes and the new information.…”

Section: Learning In Adulthoodmentioning

confidence: 99%

Gamified online survey to elicit citizens’ preferences and enhance learning for environmental decisions

Aubert

Lienert

2019

Environmental Modelling & Software

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Multi-Criteria Decision Analysis (MCDA) requires a critical step, namely to elicit individual preferences. On the basis of learning theories, we formalize preference construction as learning about facts and values, and as a process; we also conceptualize an online preference elicitation survey that offers learning loops to increase factual learning and support preference construction. Another originality is gamification. Game elements (a narrative and non-player characters as motivational affordance) keep respondents engaged in the demanding task of weight elicitation. Our tool enables broad public participation in MCDA, allowing reliable online preference elicitation. The survey concept was tested with 107 students and a control treatment. Quantitative and qualitative data indicate that the concept works. Participants' factual knowledge increased. The survey helped students to learn about their own preferences concerning the importance of objectives. The practical implication is that weighting can be reliably elicited by online surveys. Participants reported a positive experience; further ways to improve it are thoroughly discussed.

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Hidden in the Figures: What Students Are Telling Us About the Effectiveness of Astrobiology Outreach

Kingsley

Oliver

2019

Astrobiology

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Cognitive Dissonance in the Learning Processes

Cited by 15 publications

References 3 publications

Impact of the cognitive learning factors on sustainable organizational development

Impact of the cognitive learning factors on sustainable organizational development

Gamified online survey to elicit citizens’ preferences and enhance learning for environmental decisions

Hidden in the Figures: What Students Are Telling Us About the Effectiveness of Astrobiology Outreach

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