Social cognitive Theory
Health Behavior
1
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
3
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
4
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
5
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
7
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
8
Outcome expectations con’t
Expectancies
Value placed on outcome
Reinforcement
Positive
Intrinsic vs. Extrinsic
Negative
9
Goal formation
Best way to change complex health behavior
Well-defined
Easy to measure sub-goals
Example: Diabetes Management
10
Sociostructural factors
Social determinants of health
Supporting and impeding factors
Similar to perceived behavioral control in TPB
11
Reciprocal Triadic causation
Formerly Reciprocal Determinism
Person
Environment
Behavior
Reciprocal Triadic causation con’t
Person
Environment
Collective Self-efficacy
Behavior
13
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
14
strengths
Not only examines initiation of the behavior, but also maintenance over time
Focuses on social environments
Comprehensive
Examines factors outside the individual
15
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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PH 587
Group Theory Presentation Rubric
| Area | Scoring | Points Earned |
| Purpose/ Overview of Theory· Brief description of the theory and behavior· What was the purpose of the study? | 4 Points Possible4- description lasts less than 5 minutes and covers required material2-3- > 5minutes1 > 5 minutes and does not address required information0- Not addressed | |
| Literature Review· Brief explanation of the literature regarding behavior | 5 Points Possible5- Complete, but succinct explanation4-3-Good explanation, but missing important components2- Missing important sections1- Poor explanation or literature review takes up more than 5 minutes | |
| Explanation of Constructs (and Determinants if applicable) | 10 Points Possible10- Complete explanation6-9-Good explanation, but missing components3-5- Missing important sections0-2- Poor explanation | |
| Discussion of Model | 10 Points Possible8-10 Excellent explanations with clear logic model6-7- Good explanation, but some aspects unclear4-5- Needs workBelow 2 –Major issues understanding the theory | |
| Application of Theory to Behavior· Only include one logic model applying theory to chosen behavior | 20 Points Possible15-20 Excellent explanations11-14- Good explanation, but some aspects unclear7-10 Needs work fitting together logic model and application to chosen behaviorBelow 6 –Major issues understanding the theory as it relates to chosen behavior | |
| Length of Presentation | 1 Points Possible1-Presentation lasts between 18-20 minutes0-Presentation less than 15 minutes or exceeds 23 minutes | |
| Total | 50 Points Possible |