Module 3- KIN 150
what is the COM-B model: a model used to understand behavior and what drives it. It states that for any behavior (B) to occur, three interacting components must be present
3 components of COM-B model: capability; what is required to engage in the behaviour? do I have the abilities to do it? oppurtunity; how do I engage in the behaviour? are there sufficient opportunities to do it? motivation; why should I engage in the behaviour? do I want to put in the work?
3 foundational perspectives on behaviour: behavioural, cognitive, and cognitive-behavioural
behavioural: reinforcement (to behaviour) or punishment
cognitive: thought patterns and cognitive habits
cognitive-behavioural: an interaction between affect, behaviour, and cognitions; influences emotions and behaviours
cognitive-behavioural pattern: thoughts create feelings—>feelings create behaviour—>behaviour reinforces thoughts—> thoughts create feelings (repeat)
behavioural reinforcement + example: introducing rewards and removing unpleasant stimuli, eg. giving a child candy for doing homework (introduce reward), or buckling your seatbelt to turn off the alarm (remove stimuli)
behavioural punishment + example: removing rewards and introducing unpleasant stimuli, eg. losing phone privileges for breaking curfew (remove reward), or getting a ticket for speeding (introducing stimuli)
key tenets of transtheoretical model: changes over time, change is not always linear, behaviour is largely determined by self-efficacy, decisional balance, and processes of change
5 steps of transtheoretical model: pre-contemplation, contemplation, preparation, action, maintenance
stage 1 of transtheoretical model and key processes of change: pre-contemplation; behavior is not considered in the next three months. key processes of change: increase awareness of the importance of changing behaviour, and give personalized information on the risks and benefits
stage 2 of transtheoretical model and key processes of change: contemplation; behaviour is considered in the next 6 months. key processes of change: invest in the behaviour and incentivize the behaviour
stage 3 of transtheoretical model and key processes of change: preparation; intend to partake in a behaviour and begin taking small steps towards the following through. key processes of change: goal development and social support
stage 4 of transtheoretical model and key processes of change: action; behaviour has begun within past 6 months. key processes of change: feedback, reinforcement, self efficacy
stage 5 of transtheoretical model and key strategies of maintenance: maintenance; behaviour has become habitual for over 6 months. strategies for maintenance: assist with coping, ongoing social and environmental support
theory of planned behaviour: a psychological model that explains how intentions lead to actions
3 components that lead to behavioural intention in TPB: attitudes, subjective norms, perceived behavioural control
attitudes in TPB: evaluation of engaging in behaviour/comparing pros and cons: “physical activity is good for me!”
subjective norms in TPB: what’s socially acceptable to do/pressure from others to do or no do the behaviour, eg. “my friends and family think I should”
perceived behavioural control in TPB: the person’s belief in their ability to carry out the behaviour
behavioural intention in TPB: how strongly a person is willing to carry out the behaviour
self-efficacy: self-confidence that is specific to tasks/situations; belief in one’s capabilities to execute tasks and/or produce desired effects
3 dimensions of self-efficacy: magnitude, strength, generality
magnitutde in self-efficacy: the number of levels of increasing difficulting that one believes they can perform
strength in self-efficacy: the firmness of the convictions that one has to perform a behaviour/obtain an outcome
generality: the extent to which someone’s confidence in a task predicts their confidence in another task
outcomes of self-efficacy: affective, behavioural, cognitive
affective outcome from self-efficacy: individuals’ emotions, feelings, sentiments
behavioural outcome from self-efficacy: individuals’ physical responses, observable actions
cognitive outcome from self-efficacy: individuals’ mental processes, thoughts, intellect, beliefs
what can overconfidence lead to?: reduced motivation and work ethic, unrealistic/inaccurate predictions and expectations, complacency, and poorer performance
how to enhance self-efficacy: performance experiences (remind them of past success), vicarious experiences (observing others, using this information to make assessments of ones capabilities, imaginal experiences (visualizing yourself performing behaviour), verbal persuasion (others telling you they believe in you), physiological emotional states (how one feels physically and emotionally)
interactionist perspective of motivation: individual factors (intrapersonal)→motivation←environmental factors (interpersonal)
intrinsic motivation: performing behaviours voluntarily; something you do and enjoy for your own sake
extrinsic motivation: behaviour is more controlled than voluntary
amotivation: complete lack of motivation or desire
4 types of regulation in intrinsic motivation: external, introjected, identified, integrated
external regulation: behaviour is controlled by external demand; no self-determination
introjected regulation: behaviour is carried out to avoid negative emotions (shame, guilt)
identified regulation: behaviour is deemed important but done out of choice for external reasons (eg. exercising to look good for others)
integrated motivation: behaviour is valued and core part of a person’s sense of self
three psychologial needs: CAR; competence- the need to feel effective at achieving desired outcome, autonomy- choice in what you do, relatedness- the need to authentically connect with others and feel involved in the social context
motivational continuum (least self-determined to most self-determined: motivation→external→introjected→identified→integrated→intrinsic
two types of individual goal orientations: task orientation and ego orientation
task orientation: self-referenced goals; focusing on learning, improvement, and reaching personal potential (eg. how am I doing now compared to a week, month, year)
ego orientation: norm-referenced goals; focusing on outcomes and comparisons to others
motivational climate: our perceptions of the achievement goals that others promote
two types of motivational climate: mastery climate, performance climate
master climate: focuses on improving their skills and motivated by personal growth and effort; success is measured by internal standards
performance climate: promotes unhealthy competition and focuses on social comparisons and outcomes; a desire to demonstrate superior ability relative to others
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how to create motivational climate: TARGET model
what does target stand for: Tasks, Authority, Recognition, Grouping, Evaluation, Time
what is the TARGET model: a model contrasting two different educational approaches: mastery and performance
performance climate in TARGET: Tasks: are often too easy and boring, focusing on completion. Authority: have no role in decision-making. Recognition: based on comparing one another. Grouping: based on ability. Evalution: based on outperforming others (winning)
ways to promote and undermine autonomy: promote: goal/strategy choice, encourage task/interest learning, undermine: outcome-focused and goal imposition/prescription (someone else sets a goal for you)
ways to promote and undermine competence: promote: optimal challenges and positive feedback, undermine: negative feedback and too difficult or too easy challenges and controlling rewards
ways to promote and undermine relatedness: promote: social support, warmth, empathy, undermine: cold interactions and insecure attachment