papers and presentation
Social cognitive Theory
Health Behavior
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History
Albert Bandura, 1977
Social Learning Theory
Biases that influence learning
Explain how one regulates their behavior and moves toward goals over time
Constructs
Bandura (2004) specific to health promotion
Knowledge
Perceived Self-Efficacy
Outcome Expectations
Goal formation
Sociostructural Factors
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knowledge
Foundation for behavior change
“knowledge is a necessary, but not sufficient, basis for behavioral change”
Content knowledge
Understanding the advantages and disadvantages of a given health behavior
Minimal awareness
Procedural knowledge
Understanding how to engage in a given health behavior
First step of a health promotion program based on SCT:
create an awareness
increase procedural knowledge
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Perceived self-efficacy
One’s perception of his or her ability to perform a certain behavior
Procedural knowledge can set the stage for improved self-efficacy
Task-specific
Perception
Important to adoption and maintenance of health behaviors, especially if complex
Resilient Self-efficacy
Perseverance under difficult circumstances
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Methods to improve self-efficacy
Improving physical and emotional states
Verbal persuasion
Social modeling/Vicarious Experience
Mastery experience/Enactive Attainment
Behavioral capacity
One’s actual ability to perform a behavior
Self-efficacy vs. behavioral capacity
Interventions must work to increase both
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Outcome Expectations
Outcome expectations
One’s belief in the short-term or long-term “pay-off” of performing the behavior
May be influenced by vicarious learning
Types:
Social outcome expectations
Self-evaluative outcome expectations
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Outcome expectations con’t
Expectancies
Value placed on outcome
Reinforcement
Positive
Intrinsic vs. Extrinsic
Negative
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Goal formation
Best way to change complex health behavior
Well-defined
Easy to measure sub-goals
Example: Diabetes Management
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Sociostructural factors
Social determinants of health
Supporting and impeding factors
Similar to perceived behavioral control in TPB
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Reciprocal Triadic causation
Formerly Reciprocal Determinism
Person
Environment
Behavior
Reciprocal Triadic causation con’t
Person
Environment
Collective Self-efficacy
Behavior
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Developing interventions
Levels of Readiness to change
Level one: high SE and strong outcome expectations
Level two: doubts about SE and weak outcome expectations
Level three: belied that personal control over behavior is lacking
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strengths
Not only examines initiation of the behavior, but also maintenance over time
Focuses on social environments
Comprehensive
Examines factors outside the individual
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limitations
May be too broad and ambitious and difficult to operationalize in its entirety
Model assumes that change in the environment will always cause change in individual
Loose organization
Does not place emphasis on emotions or motivation
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