A Study of Leadership Development for Psychoeducationally Integrated Students Based on Social Cognitive Theory

Abstract

Abstract Based on the social cognitive theory, this paper explores five major factors affecting self-efficacy, on the basis of which the SCT influence model is constructed in order to facilitate the analysis of self-efficacy sources. In the process of studying the dynamic activities of students’ psychological beliefs, the concept of belief consistency in social networks is proposed. Based on the DeGroot Learning idea, a Bayesian updating algorithm is introduced. The idea of belief aggregation is projected through three ways, such as algebra, geometry, and harmonic averaging, and the idea is combined with the Bayesian algorithm to update the dynamic model of students’ psychological beliefs and signal structure and construct the likelihood mapping matrix. The social cognition algorithm is optimized by introducing the definition of relative entropy into the matrix and establishing the signal structure model. Intervention experiments were set up, subjects as well as control variables were selected, and the numbers required for the experiments were prepared to analyze the role of social cognition on psychology education as well as psychological control and self-efficacy, respectively. The experiment shows that the leadership behavior score range of college students is between [3.5,4.5], the emotional involvement in leadership behavior is high, and the strength of the influence of behavioral involvement, emotional involvement, and cognitive involvement is 0.356, 0.321, and 0.394, respectively, which is a significant positive influence. In the basic situation of psychological control and self-efficacy, students’ self-efficacy >2.5, which is in the middle to high level, and students’ psychological control plays a mediating role in self-efficacy.