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SCT
| Question | Answer |
|---|---|
| Social Cognitive Theory Constructs | Self Efficacy, Collective efficacy, outcome expectations, knowledge, observational learning, normative beleifs, social support, barriers and opportunities, behavioral skills, intentions, reinforcement and punishment |
| Which of the constructs have a cognitive influence on behavior | self efficacy, collective efficacy, outcome expectations, and knowledge |
| Which of the constructs have an environmental influence on behavior | observational learning, normative beliefs, social support, barriers and opportunities |
| Which of the constructs support behavioral factors | behavioral skills, intentions, and reinforcement and punishment |
| Cognitive Influences on Behavior | Personal abilities for processing information, applying knowledge, and changing preferences. |
| Environmental Influences on Behavior | Physical & social factors in an individual's environment that affects a person's behavior. |
| Supporting Behavioral Factors. | Health behaviors are actions taken by individuals that can be classified as either health-enhancing (leading to improved health) or health-compromising (leading to poorer health). |
| Definition of Self-efficacy | A person's confidence in their ability to perform a behavior that leads to an outcome. |
| Explanation of Self Efficacy | Self-efficacy is a core SCT construct. Confidence is enhanced through mastery experiences, social modeling, verbal persuasion, and practice under stress-free conditions. |
| Definition of Collective-efficacy | Belief in the ability of a group of individuals to perform concerted actions to achieve an outcome. |
| Explanation of Collective-efficacy | Because people operate individually and collectively, self-efficacy can be both a personal and a social construct. Group efficacy is enhanced by shared goals, communication, teamwork, and prior success. |
| Definition for Outcome expectations | Outcomes arise from actions. Outcome expectations are judgments about the likely consequences of actions. |
| Explanation of Outcome expectations | Outcome expectations, either positive or negative, are a core SCT construct. Expected consequences can be divided into physical, social, or self-evaluative |
| examples of physical outcome expectations | use of condoms protects against STD's |
| examples of social outcome expectations | reactions from others: interest, approval, recognition, status |
| examples of self evaluative outcome expectations | reactions to one’s own behavior based on internal personal standards |
| Definition of Knowledge | Knowledge is an understanding of the health risks and benefits of different health practices and the information necessary to perform a behavior |
| Explanation of Knowledge | Knowledge of risks and benefits is a precondition for change. Information is also needed to perform certain behaviors; e.g., to cook a healthy meal one needs to know a recipe, where to purchase healthy ingredients, and methods of preparation. |
| Definition of Observational learning | A type of learning in which a person learns new information and behaviors by observing the behaviors of others and the consequences of others’ behaviors. |
| Explanation of Observational learning | Accomplished by observing an influential role model or peer-leader performing a behavior and achieving an outcome. Methods include peer-led education, mass media, behavioral journalism and dramatic performances. |
| Definition of Normative beliefs | Cultural norms and beliefs about the social acceptability and perceived prevalence of a behavior. |
| Explanation of Normative beliefs | Interventions seek to correct normative beliefs such as adolescents' common misperceptions about how many of their peers smoke cigarettes by discussions of perceptions versus actual data. |
| Definition of Social support | The perception of encouragement and support a person receives from their social network. |
| Explanation of Social Support | Interventions seek to provide informational, instrumental or emotional support through, for example, program flyers, offers to babysit, or a sympathetic conversation to support behavior changes. |
| Definition for Barriers and opportunities | Attributes of the social or physical environmental that make behaviors harder or easier to perform. |
| Explanation of behaviors and opportunities | Interventions seek to facilitative behavior change by increasing opportunities to safely engage in and master the behavior, or by removing impediments to develop the behavior. |
| Definition for Behavioral Skills | The abilities needed to successfully perform a behavior. |
| Explanation for Behavioral Skills | Many behaviors require developing a repertoire of specific skills to be successfully enacted. Examples include avoiding high risk situations, playing a sport, or preparing a healthy meal. |
| behavioral capability | In order for the person to perform a particular behavior one must have:Knowledge of the behavior and Skill to perform the behavior |
| Definition of Intentions | The goal to add a new behavior or modify an existing behavior, both proximal and distal. |
| Explanation for Intentions | Intentions serve as self-incentives and guides to health behaviors. This is often accomplished by writing or verbalizing goals, setting target dates and activities for skill mastery, and monitoring progress. |
| Definition for Reinforcement and Punishment | Behavior can be increased or attenuated through provision or removal of rewards or punishments |
| Explanation for Rewards and punishments | Rewards and punishments can be either tangible (e.g., money, goods, physical ailments, weight gain) or social (e.g., praise, approval, attention, exclusion, ridicule). |
| In the 1950's and 1960's Psychologists believed that behaviors were due to | Conditioned reflex (Pavlov) and Reinforcement or punishment (Skinner) |
| Behavior avoidance test | Participant modeling condition:Live model,then subject)Symbolic Modeling Condition(Observed model handle the boa)Systematic desensitization (No model, imagine interactions)Control condition(No treatment) |
| HUMAN CAPACITIES THAT ARE ESSENTIAL TO SCT | Observational learning, Symbolism, Forethought, Self-control, Reflection, Collective action |
| Observational learning | direct experience not required |
| Symbolism | pictures, maps, words, causal models & expectations |
| Forethought | – planning & intentionality |
| Self-control | self-reward/punishment, environmental control |
| Reflection | self-analysis, problem solving |
| Collective action | organized goal-seeking |
| Human behavior is explained in a triadic and dynamic model of causation | Personal cognitive factors, Social-environmental influences, Behavior |
| HOW TO INCREASE SELF-EFFICACY | Previous mastery experiences,learning in steps, Observational learning,Watching success or failure of another,Modeling,Social persuasion,Support & reinforcement,Role models,Emotional arousal,Cue to anticipated failure or success |
| Learned OUTCOME EXPECTATIONS in 4 ways | Previous experience,Observing others in similar situations,Hearing about situations from other people,Emotional/physical responses to behaviors |
| Self-evaluative outcome expectancy | the anticipated feelings that arise from a comparison between the person’s behavior and their internal standards |
| OBSERVATIONAL LEARNING PROCESSES | Attention (Functional value of the behavior) Retention/Memory(Intellectual capability) Production/Imitation (Level of knowledge, skills, self-efficacy already possessed or willing to learn) Motivation (Cost/benefit) |
| How to develop behavioral skills | Guided practice, Coaching, Self-help, Computer-assisted instruction |
| Intentions operate through 2 cognitive sources of motivation: | Forethought and Goal setting – internal standards for behaviors |
| TYPES OF REINFORCEMENT | Direct reinforcement, Vicarious reinforcement, Self-reinforcement, External (extrinsic), Internal (intrinsic) |
| THE CHILD AND ADOLESCENT TRIAL FOR CARDIOVASCULAR HEALTH (CATCH) | Goal: To assess the benefit of the school based intervention designed to promote healthful behaviors in school children and reduce their subsequent risk of cardiovascular disease |
| Constructs Targeted in CATCH | Intention (Dietary Intention)Behavioral Skills (Food Consumption)Knowledge (Dietary Knowledge) Reinforcement (for Physical Activity) Social Support (Social Support for Healthy Food Choices)Self-Efficacy (Dietary and Physical Activity) |
| LIMITATIONS OF SCT | Formulation is too complicated,Too many constructs,Not a clear way to measure the constructs,Reliability is a problem,More research is needed to determine which SCT constructs actually predict health-related -related behaviors |
Created by:
audrey90