EXSC 410 Exam 2

Cognitive Function

process by which an individual us able to perceive, recognize and understand thoughts and ideas

• concentration

• language

• self regulation

Theory

explains or predicts why a behavior or phenomenon occurs

• abstract

• have boundaries

• predict future observations

• constructs, definitions, and propositions that explain it predicts the events/situation

Why are theories important?

• Allows us to better understand and predict behavior

• identify information needed to design effective intervention

• Explains behavior and suggests how to develop effective ways to change behavior

Model

Graphic depiction of a phenomenon

• draw on multiple theories

• informed by several theory and empirical findings

• not always predictive

• Can change a model to a theory

Theory Champions

Agreement that using theories to guide preventions is a good thing and can save time and money

If theories are so good, why don’t we always use them?

• People can be unaware or intimidated by them.

• Some are complex, abstract, and elaborate

• They don’t hit every aspect wanted

History of Social Cognitive Theory (SCT)

• “Social Learning Theory” (SLT): behavior can be learned

• A lot of versions of SLT existed

• Came from SLT

Social Learning theory

Behavior can be learned

• Millar and Dillard (1941)

• Bobo Doll experiment: if. you watch someone do something you will copy it (aggression)

Dr. Albert Bandura

• 4th most frequently cited psychologist (SCT)

• Added ideas of reciprocal determinism and self-efficacy to existing SLT

Social Cognitive Theory

Behavior is influenced by human cognition and environmental factors

• A person my intend to by active, but various external forces might prevent it

• External forced my encourage PA, but a person my still choose not to be active

• Major Theoretical Constructs: reciprocal determinism, environmental, situation, behavioral capacity, outcome expectations, outcome expectancies, self control of performance, observational learning, reinforcements and punishments, emotional coping responses, and self-efficacy

Reciprocal Determinism

• Dynamic interaction: personal influences (cognition), behavioral influences, and environmental influence

• Pervious activity experiences, fitness level, enjoyable activity moderated intensity, safe neighborhood, enjoyable scenery

• Intervention strategy: consider multiple wats to promote behavior change, including environmental, skills, and personal change

Envrionment

• external factors can affect whether a person is physically active (social/physical environment)

• environment provides models for behavior

• Intervention strategy: provide opportunities for PA by modifying the environment/incorporating social support support (or both)

Situation

• One’s perception of the environment can influence PA behavior (can be real, distorted, or imagined)

• Intervention strategy: correct misperceptions and promote healthful norms

Behavioral Capacity

• Processing the knowledge and skills necessary to preform a behavior

• Intervention strategy: promote mastery learning through skills training

Outcome Expectations

• what a person anticipates will happen if they are physically active

• can be positive or negative

  • TRA/TPB = behavioral beliefs

• Intervention strategy: model positive outcomes of healthful behavior

Outcome expectancies

• Valuve places on given outcome

• positive or negative

• people will choose to perform the activity they perceive will maximize positive outcomes

  • TRA/TPS = outcome evaluations

• intervention strategy: teach and provide opportunities for goal setting, self-monitoring, problem solving, and self-reward

Observational Learning

• People can learn to perform PA behavior by watching the behavior and outcomes of another person

• Permits individuals to learn a novel behavior without undergoing tha trial and error process of performing it

• Intervention Strategy: offer creditable role models who perform the targeted behavior

Reinforcements and Punishments

• responses to a person’s behavior (exercise), either positive or negative, that increases or decreases the likelihood of reoccurrence of behavior

• intervention strategy: promote self-initiated rewards and incentives

positive reinforcement

Adding something positive leads to increased exercise

Negative reinforcement

taking away something negative leads to increased exercise

Punishment

Adding something negative because to decreased exercise

Extinction

waking away reinforcement leads to decreased exercise

Emotional coping responses

• Strategies or activities that are used by a person to deal with emotional stimuli

• too much arousal inhibits learning and performances (inverted U-theory)

• Intervention strategy: provide training and practice in problem solving and stress management skills — include opportunities to practice skills in emotional arousing situations

Self-efficacy

• confidence a person feels about performing a particular activity, including confidence in overcoming barriers to performing that behavior

• Intervention strategy: approach behavior changes in small steps to ensure success

  • be specific about the desired change

Bandura’s Self-Efficacy Theory

-       Primary mediator of all behavior change is self-efficacy

-       Focuses on the extent to which the individual feels she will be successful in performing the desired behavior, given the abilities she possesses and the unique situation she finds herself in

-       Situation specific form of self-confidence

-       Factors: past performance (largest influence), vicarious experiences, social persuasion, physiological states

Pros and Cons of Bandura’s Self-Efficacy Theory

• Strong support for the role of self-efficacy as a predictor and outcome of exercise behavior

  • interventions can target the key sources of self-efficacy

• Limitations

  • Best predicts only challenging or novel behaviors

  • Influences is reduced as exercise becomes habitual or well learned

• Advantages

  • Multi-dimensional

  • Easily applicable to interventions and clinical work

• disadvantages

  • Tons of constructs makes it hard to empirically test

  • Hard to get determine which constructs are most important to behavior change

Theory of Reasoned Action (Fishbein and Ajzen)

• Behavior intention = key point

• Volitional behaviors: first tred to one-time behaviors (i.e. voting)

  • if you have a strong intention to vote, then you will vote (one-time thing)

Behavioral beliefs

• Perceived consequences/outcomes of the behavior

• Outcome expectation (SCT)

• ex. after lifting, you will have sore muscles

Outcome evaluations

• your evaluation of the consequences/outcomes

• do you like the outcome or not? is it important to you?

• Outcome expectancy (SCT)

• ex. you enjoy having sore muscles after lifting

Attitude

• Your combination of beliefs that represent a predisposition to reposed

• To know someone’s attitude, you have to know their behavioral beliefs and outcome evaluation

• ex. positive attitude to lifting

Normative belief

• what you think each “other” thinks you should do

• ex. “others” think you should go for a walk after class

Motivation to comply

• How likely you are to comply with a given “other” or others

• ex, motivation to comply is high because “other” knows what they are talking about

Subjective norms

• your perception of the social appropriationess of performing a particular behavior

• How high of pressure do you have to go for a walk

• ex. voting sticker

Behavior