HLTH 335 Test 1

What was learned from the slime activity

Recipes = Theories

• Can be messy

• Many similar theories = Slightly different outcome

• Sometimes we use the wrong steps

• The recipe did not work

  • Sometimes behaviour change does not work on the first try

  • Sometimes the recipe (theory) just is not the right one for the individual you are trying to
    change

• Run out of an ingredient

  • Sometimes people are at their capacity for regulating their behaviour. They are on empty and it is not the right time to make a change

What's a theory?

A set of interrelated concepts, definitions, and propositions that presents a systematic view of events or situations by specifying relations among variables in order to explain and predict events or situations.

Why use theory to guide intervention?

• Summarizes the cumulative knowledge of how to change behaviour in different populations, behaviours, and contexts

• Target meaningful determinants of change

• Understand why the intervention worked (or not)

• Tests theory

Top 9 List: What makes a quality theory

1. clarity of constructs - 'Has the case been made for the independence of constructs from each other?'

2. clarity of relationships between constructs - 'Are the relationships between constructs clearly specified?'

3. measurability - 'Is an explicit methodology for measuring the constructs given?'

4. testability - 'Has the theory been specified in such a way that it can be tested?'

5. being explanatory - 'Has the theory been used to explain/ account for a set of observations? (statistically or logically)

6. describing causality - 'Has the theory been used to describe mechanisms of change?'

7. achieving parsimony - 'Has the case for parsimony been made?' (vili)

8. generalisablity - 'Have generalisations been investigated across': (a) behaviours? (b) populations? (c) contexts?'

9. Having an evidence base

Social Cognitive Theory

• Social Cognitive Theory (SCT) emphasizes self-efficacy beliefs as central to motivation, well-being, and personal achievement.

SCT: Reciprocal Determinism

Behaviours are determined by the interaction between personal factors, environmental factors and the behaviour itself

How does Self Efficacy lead to behaviour change?

Perceived Self-Efficacy

• Beliefs in one's capacity to organise and execute the courses of action required to produce given attainments

• Affects the courses of actions people choose to pursue, how much effort is put forth in a given endeavour, ..., and the level of accomplishment they realise

Modifiable Factors of Self Efficacy

• Mastery experience

  • Past performance success and failure for similar behaviours influence self-efficacy.

• Vicarious experience

  • Modelled behaviours are associated with the development and change in self-efficacy.

• Social persuasion

  • Verbal and non-verbal feedback from significant, knowledgeable others.

• Physiological and affective states

  • Physical and emotional cues associated with performance and behaviour.

Task Self Efficacy

Can you do a behaviour?

Self-Regulatory Self Efficacy

Can you self-regulate ("organize") yourself to make the behaviour possible?

Health Action Process Approach

• Intentions = goals, their intent to engage in a behaviour

• Intention is influenced by

  •  outcome expectancies (perceived likelihood that engagement will give way to particular results)

  • action self-efficacy (competence, confidence and ability to do an activity),

  • risk perception (general perceptions of health/social risk)

Action Plan vs Coping Plan

Maintenance Self Efficacy

Confidence in ability to do task despite barriers

Self-Determination Theory

• Self-determination theory is a global theory of human motivation and development 

• The focus of the SDT framework is the extent to which behaviours are undertaken freely, as opposed to being controlled by some external agent (e.g., coach, physician) or contingency (e.g., rewards, deadlines). 

• SDT asserts that people are naturally endowed with innate tendencies for personal growth and development that flourish when social environments provide optimal conditions. 

3 Psychological Needs of SDT

• Individuals have three fundamental psychological needs, and fulfilling them promotes the internalization of behaviour regulation towards more autonomous motives.

• These psychological needs are:

  • Competence: Feeling effective and capable when facing challenging tasks.

  • Autonomy: Feeling ownership over behaviour, with actions stemming from a sense of choice and internal control.

  • Relatedness: Experiencing meaningful connections with others

Intrinsic Motivation

Doing of an activity for its inherent satisfactions rather than for some separable consequence. When intrinsically motivated a person is moved to act for the fun or challenge entailed rather than because of external prods, pressures, or rewards.

Extrinsic Motivation

Doing something because it leads to a separable outcome

Four forms of extrinsic motivation

• External regulation: Least self-determined, driven by external demands or contingencies.

• Introjected regulation: Motivated by avoiding negative emotions or maintaining self-worth.

• Identified regulation: Linked to personally valued goals, even if the activity itself may not be enjoyable.

• Integrated regulation: Motivated by the activity's alignment with one's identity.

Motivation Continuum