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The global food waste and food scarcity paradox is steadfastly increasing. This study aims to examine the effects of digital nudging as forms of positive and negative reinforcement to change food waste behavior and found that nudging positive reinforcement modifies this habit.

A field experiment was conducted on 628 diners randomly split into experiment (n = 412) and control group (n = 216) in two separate dining locations over four weeks. Out of these, 412 diners were randomly subjected to tent cards with positive (n = 228) and negative (n = 184) reinforcement nudging and completed a questionnaire to ascertain if nudging affects their consumption behavior. Consumption waste per unit revenue was calculated from all 628 diners individually to analyze the financial impact between control and experiment groups.

SEM analysis reveals that positive reinforcement mediates between external motivators (social media and restaurant service) and reduction of food waste behavior. Further analysis also reveals that nudging has a higher three times effect on reducing food waste as compared with no nudging (control).

Positive messaging encourages behavior change more effectively as compared to negative ones. Gentle reminders of how everyone can personally be a “warrior” or “hero” in the fight against global food waste increases the likelihood of altruistic motivation in tackling these issues.

This study demonstrates how positive reinforcement in the form of nudges acts as key mediator to support reduction of consumer food waste on site, ultimately helping to reduce financial costs compared to those without nudges.

Drawing on the social learning theory, the purpose of this paper is to examine the antecedents and consequences of users’ excessive online social gaming. Specifically, the authors develop a model to propose that observational learning and reinforcement learning mechanisms together determine excessive online social gaming, which further foster adverse consequences.

The model is empirically validated by a longitudinal survey among users of a popular online social game: Arena of Valor. The empirical data are analyzed using component-based structural equation modeling approach.

The empirical results offer two key findings. First, excessive online social gaming is determined by observational learning factors, i.e. social frequency and social norm, and reinforcement learning factors, i.e. perceived enjoyment and perceived escapism. Second, excessive online social gaming leads to three categories of adverse consequences: technology-family conflict, technology-work conflict and technology-person conflict. Meanwhile, technology-family conflict and technology-work conflict further foster technology-person conflict.

This study contributes to the literature by developing a nomological framework of excessive online social gaming and by extending the social learning theory to excessive technology use.

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest effects of social skills training, these results can in part be contributed to how instruction is delivered. Best practice in social skills instruction includes screening when selecting students for intervention, identifying targeted skills and competing problem behaviors, conducting a functional assessment, and evaluating the effects of intervention. Current issues and perspectives related to social skills training for students with EBD are addressed.

This study investigated why employees' cyberloafing behavior is affected by their coworkers' cyberloafing behavior. By integrating social learning theory and deterrence theory, the authors developed a model to explain the role of employees' perceived certainty of formal and informal sanctions in understanding the effect of coworkers' cyberloafing behavior on employees' cyberloafing behavior.

The authors conducted a survey that involved a two-stage data collection process (including 293 respondents) to test our developed model. Mplus 7.0 was used to analyze the data.

The results revealed that employees' cyberloafing was positively affected by their coworkers' cyberloafing both directly and indirectly. The indirect effect of coworkers' cyberloafing on employees' cyberloafing was mediated by the employees' perceived certainty of formal and informal sanctions on cyberloafing. Employees' perceived certainty of formal and informal sanctions were found to mediate the relationship both separately (each type of sanctions mediates the relationship individually) and in combination (the two types of sanctions form a serial mediation effect).

The study reveals an important mechanism – employees’ perceived certainty of formal and informal sanctions – that underlies the relationship between coworkers' cyberloafing and employees' cyberloafing, thus, contributing to the cyberloafing literature. It also demonstrates the importance of negative reinforcement (perceived sanctions) in the social learning process, which contributes to the literature on social learning theory because previous studies have primarily focused on the role of positive reinforcement. Lastly, the study reveals a positive relationship between employees' perceived certainty of formal sanctions and informal sanctions, which has important implications for deterrence theory.

Describes the application of Organizational Behaviour Modification (OBMod), and in particular the Premack Principle, to improving the performance of a number of professional electrical engineers. The design and implementation of the behavioural change scheme was undertaken by the engineers′ manager who received approximately one day′s training in the theory and practice of OBMod. Analysis of the behaviour of the engineers revealed that, while they had the ability and resources required to undertake their jobs effectively, their efforts were not resulting in the desired performance. Analysis using the Premack Principle revealed that much of their efforts were being directed towards necessary, but not essential, aspects of their jobs. A scheme of reinforcement was devised for each engineer, involving regular feedback and praise from the manager. Results over a period of one year showed the section moving from the bottom to the top of comparable sections within the organization. Individual improvements in output ranged from 31 to 270 per cent while that for the section as a whole rose by 73 per cent.

The purpose of this paper is to investigate research in the field of addictions utilising CBT and 12 step fellowship methods and to create an evidence base for an integrated treatment method utilising both approaches.

Research on CBT and 12 step fellowships and their current applications in addiction treatment are presented. Models of severe mental illness are referenced and the use of directive and guided referrals are used as a basis to build the paper's hypothesis. A mode of action how the treatments may work together is presented.

Findings indicate that guided treatment approaches for dual diagnosis are more likely to lead to long term therapeutic gains. Discussion involves the practical implications of this treatment and its ability to create a synergistic approach.

Implications include the potential for streamlined treatment approaches which have the potential to increase treatment adherence and outcomes. Implications, such as the joint use of social reinforcement techniques between 12 step fellowship approaches and CBT, are also discussed.

There is no previous research on the application of CBT and 12 step treatment modalities working together in a structured manner. Previous work has focussed primarily on severe mental illness. The current paper aims to provide an approach to treatment which utilises several modes of treatment to create more robust treatments for people suffering from dual diagnoses.

Behavior problems are common in toddlers and preschoolers. Richman, Stevenson, and Graham (1975) identified difficulties with eating, sleeping, toileting, temper, fears, peer relations, and activity as typical in this young population. While all young children should be expected to experience behavior problems as part of their normal development, an ongoing challenge in the field has been to determine when these “normal” developmental problems rise to the level of being considered “clinical” behavior problems (Keenan & Wakschlag, 2000). For example, when does a two-year-old child's tantrum behavior, a three-year-old's urinary accidents, and a four-year-old's defiance become clinically significant? To answer these questions, clinicians must examine the frequency, intensity, and durability of these difficulties, their potential to cause injury to the child or others, the extent to which they interfere with the child development, and the degree to which they disrupt the lives of their siblings, caregivers, peers, teachers, and others.

Using social capital theory (SCT), the purpose of this research is to determine the success of social networking in societies that may be lower in social capital, for example in Poland, versus those which are higher in social capital, such as the USA.

This paper uses a partial least squares approach with a cross-cultural sample. The complete sample consists of 556 participants for this study across the USA (n = 258) and Poland (n = 298).

Results indicate that social media success is lower in Poland and that this result is related to lower social networking capital in Polish society. However, the proposed model shows that social media functionality can overcome some of the barriers.

Limitations include a very specific set of countries rather than a larger set of countries and sample, survey methodology which could be augmented with a mixed methods approach and convenience sampling which ensured homogeneity and matching.

Based on this research, media designers should attempt to keep information quality high but even more importantly, they should increase interactivity. For Poland in particular, well-designed interactivity can mitigate societal barriers to success of social media, as it can enhance trust in such platforms.

Because of Poland’s history of more than 40 years of communism, the newer generations may eventually become more adaptive to social networking tools and such acceptance could lead to greater social capital, which is important for Polish society from a business perspective as well.

The most important contribution of this research is that it theoretically and empirically establishes the importance of SCT in relation to social networking across two different countries.

The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth whose behavior impeded their educational performance. This chapter describes how the ensuing research and implementation regarding each of the three-tiers of PBIS have influenced the educational outcomes of students with EBD. Recommendations for school staff using the three-tiered PBUS model are provided so that students with EBD can benefit from implementation of PBIS structures and supports.

Many instances of maladaptive behaviors are due at least in part to a lack of social skills. Although there are effective interventions for teaching social skills, generalization of trained social skills remains a challenge. One promising way to enhance generalization may be to use functional behavior assessments to select social skills to teach that can meet individuals’ specific needs. This chapter describes a process for embedding function-based support into social skills interventions that may generalize to untrained settings. The chapter concludes with a case study demonstrating generalization of positive peer interaction from recess to a classroom setting for a grade two student. Results indicated that the student’s behavior during recess and during classroom instruction both changed upon implementation of the recess intervention, and these behaviors maintained over three months after the intervention was withdrawn.