SCT and SEM
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Write My Essay For MeSocial Cognitive Theory
&
Socio ecological model
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Social Cognitive Theory
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What is the Social Cognitive Theory?
Theoretical perspective focusing on:
– individual characteristics (i.e., self-efficacy);
– how people learn by observing others;
– how the environment influences behavior.
Created by Albert Bandura
(Ormrod, 2008)
(http://webspace.ship.edu/cgboer/bandura.html)
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Changing behavior
According to the (SCT), changing a behavior depends on two factors:
Individual Characteristics (internal)
Environmental Factors (external)
Within each of these factors there
are several constructs
(Edberg, 2007 )
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SCT Categories & Concepts
Reciprocal determinism
Psychological determinants of behavior
Outcome Expectations
Self-efficacy
Collective efficacy
Observational Learning
Environmental determinants of behavior
Incentive motivation
Facilitation
Self-regulation (Excellent example from Cookie Monster)
Moral disengagement
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Reciprocal determinism
“Social Cognitive Theory (SCT) describes learning in terms of the interrelationship between behavior, environmental factors, and personal factors.”
(IDEA , 2009)
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the Reciprocal effect to change
(PB) a persons thoughts and beliefs, can affect a person’s behavior. For example, one’s personal self efficacy beliefs about writing an essay can influence one’s writing behaviors, such as choice of literary topics, effort, and persistence.
(PE) Self-efficacy beliefs also can affect a person’s environment; for example, efficacious students who are trying to write in a noisy social or physical environment may increase their personal concentration to avoid distractions.
(EP) Conversely, one’s social environment can affect personal variables and behaviors. Students who receive encouraging feedback from teachers may feel more personally efficacious and work harder to succeed. Teachers can inspire students to write by creating a favorable classroom environment, such as by giving children adequate time to write and revise.
(BP)The influence of behavior on personal variables can be seen in the student who succeeds in reading a moderately difficult book and then experiences higher self-efficacy and motivation to try reading another book of comparable difficulty.
(BE) Behaviors also can affect the environment, as when students eliminate distractions from their environments (e.g., turn off the television so they can read better).
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Incentive Motivation
The use of rewards and punishment to modify behavior.
Reinforcements
Specify behaviors you will reinforce.
Provide people with clear feedback.
Punishments
Rules and consequences posted
Consistency (e.g., zero tolerance policy)
Reinforcements: I really like the way Kevin is working quietly.
Feedback: Explain why student received full credit so they can repeat this behavior.
Consistency: Students are less likely to break a rule when seeing classmate reprimanded.
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Self-regulatIon
“Controlling oneself though self-monitoring, goal setting, feedback, self reward, self-instruction and enlistment of social support.”
Examples
Set goals
Monitor progress toward the goals
Assess the extent to which goals are met
Behavior change assessment
Food diary
Health assessment
Problem solving
Self-management
(Edberg, 2007 p.54)
some programs that aid in Self-regulation
AA/NA, Weight Watchers, Big Brothers/Big Sisters
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Outcome Expectations
Beliefs about the likelihood (expectations) and value (expectancies) of the consequences of behavioral choices.
Expectations: what someone thinks will happen if they make a change.
Expectancies: whether the person thinks the expected outcome is good or likely to be rewarded.
Do the Expectations and Expectancies sub-constructs look familiar?
Expectations
Analogous to:
Behavioral Beliefs
Expectancies
Analogous to:
Evaluations of Behavioral Outcomes
These are the constricts that influence attitude towards behavior in the TRA.
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Self-Efficacy
“A person’s confidence that he or she can perform a behavior.”
Self-Efficacy vs. Self-Esteem
Confidence to perform a skill vs. how one feels about him/herself.
A child first learning to ride a bike may not feel very confident.
A child with high self-efficacy in physical activity would attempt to ride a bike, even when feeling unsure, because they have mastered other difficult tasks in the past.
With low self-efficacy, the child may be hesitant to pedal a bike for fear that he or she may fall.
(Edberg, 2007, p. 53)
Mastery Experience
Practice
Social Modeling
Others can do it and so can you!
Example?
Saw a friend do a half-marathon…
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Collective Efficacy
“Beliefs about the ability of a group to perform concerted actions that bring desired outcomes.”
Example:
MADD’s ability to create new alcohol related laws
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Vicarious learning
A person learns by observing the behavior of others and the consequences of that behavior.
Watch the Bobo the clown experiment in blackboard content
BoBo Doll Experiment
(Edberg, 2007)
1:22
Observational Learning
Learning behaviors by exposure to interpersonal or media displays of them, particularly through peer modeling.
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Facilitation
Providing tools, resources, or environmental changes that make new behaviors easier to perform.
Example: greenways to facilitate walking/bike riding
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Moral disengagement
Ways of thinking about harmful behaviors and the people who are harmed that make infliction of suffering acceptable by disengaging self-regulatory moral standards.
Rationalize, justify, or permit conditions which compromise health.
Example: allowing vape companies to market towards youth. Business rights vs. health of children
Euphemistic labeling
Consider homophobia, racism, sexism, etc. Examples?
Dehumanization and attribution of blame
Drug testing welfare recipients?
Diffusion and displacement of responsibility
Fault of the leader, not the individual?
Perceived moral justification
Ends justify the means?
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Limitations
“SCT can’t explain why learners can reproduce some behaviors they observe but can’t reproduce others.”
(Eggen & Kauchak, 2010, p.188)
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Limitations
“SCT cannot explain the role of context and social interaction in complex learning environments.”
“For example, student interaction in small groups facilitates learning. The process involved in these settings extend beyond simple modeling and imitation.”
(Eggen & Kauchak, 2010 p.188)
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So What?
You personally, your behavior, and your environment all affect each other.
People may have trouble changing their health behavior because of what is going on around them so look at the “big” picture.
Be careful what you do because you never know who is watching.
Children see, children do video
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Socio ecological model
History: Ecological Model
Until the late 1970s/early 1980s, health promotion professionals focused primarily on the knowledge, and attitudes of individuals.
There was an overall lack of attention devoted to the social, cultural, and economic circumstances which influence behavior.
(Edberg, 2007)
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Why the Ecological Model is different?
Assumed that multiple factors influences peoples’ behaviors rather than one cause.
i.e., Lack of knowledge
It is a complex interaction between individuals and environment, a process that together influences behavior
The Ecological Model takes into consideration community, society, and relationships as potential contributors to the behavior of individuals
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Ecological Model
Explain Behavior
Different Levels:
Environmental
Political
Socioeconomic
Cultural
You!
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Ecological Model
Guide Interventions
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1st Level: Individual Factors
Intrapersonal
Awareness and knowledge about health risks, ways to prevent health problems, etc.
Biophysical characteristics
Genetics
Personal attitudes and motivations
Developmental stage
Adolescent, adult
Habits
(Edberg, 2007)
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2nd Level: Interpersonal
The extent to which relationships and social networks influence behavior.
Social/peer groups impact lifestyle patterns
Attitudes/beliefs/behaviors of people the individual interacts with
Consider college student behavior…
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3rd Level: Organizational
Organizations and social institutions impact health.
Campuses, class schedules, workplace, childcare, etc.
(Edberg, 2007)
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4th Level: Community
The effect the community has on health behavior.
Walkability, businesses, transportation, etc.
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5th Level: Public Policy
How state and federal laws affect people’s health behaviors
Policies and funding for HPP
Health insurance (policies, costs, availability)
Regulations that impact health risk (such as age regulations)
Smoking, drinking, driving laws, etc.
(Edberg, 2007)
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Limitations
How easy it is to address each stage of the Ecological Model?
What about resources ($$) needed? Time?
Compare it to, say, the Health Belief Model…
references
Anderson, E., Winett, R., & Wojcik, J. (2007, November). Self-Regulation, Self-Efficacy, Outcome Expectations, and Social Support: Social Cognitive Theory and Nutrition Behavior. Annals of Behavioral Medicine, 34(3), 304-312. Retrieved September 29, 2009, doi:10.1080/08836610701677659
Edberg Mark, (2007) Essentials of Health Behavior. “Social Cognitive Theory” Chapter 5 p. 51-56, Jones and Bartlett Publishers. Washington, DC.
Eggen, P. & Kauchak, D. (2010) Educational Psychology. “Social Cognitive Theory” Chapter 6 p. 179-188, Merrill. Columbus, OH.
Institute for Dynamic Educational Advancement (IDEA). Journal of Interaction Recipes, (2009) “Social Cognitive Theory” Retrieved: Sep. 29, 2009. http://www.idea.org/page110.html
Schunk, D., & Zimmerman, B. (2007). Influencing Children’s Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling. Reading & Writing Quarterly, 23(1), 7-25. Retrieved September 29, 2009, doi:10.1080/10573560600837578
Glanz, Karen; Rimer, Barbara K.; Lewis, Frances Marcus. Health Behavior and Health Education theory, research, and practice. Chapter 8 pgs. 168-181. San-Francisco: Jossey-Bass 2002. Print
Martin, J.J. (2008). Using Social Cognitive Theory to Predict Physical Activity in Inner- City African American School Children. Journal of Sport and Exercise Physiology, 30 (4), 378-391.
Ormrod, Jeanne Ellis (2008). Educational Psychology. Chapter 10 pg. 343. Pearson Education Inc. New Jersey.
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