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Empowering Patients Toward Motivation and Maintenance to Change
Published in Gia Merlo, Kathy Berra, Lifestyle Nursing, 2023
Social learning theory, or social cognitive theory, developed by Bandura, is the most well-known theory directed at health behavior change (Bandura, 1977). This theory is based on the tenets that behavior change considers personal experience, self and group efficacy in changing behaviors, the importance of a supportive social setting, and the development of skills to maintain new attitudes and practices. This theory emphasizes the concept of self-efficacy as a mediator of change. Self-efficacy is likened to self-confidence and reflects a person’s judgment about how successful he or she will be in performing certain tasks. The more confident an individual is that they can change behavior, the more likely the behavior change will occur. The four elements of social learning theory are skill mastery, verbal persuasion from a health care professional, physiologic feedback, and modeling behaviors, which enhance self-efficacy. Measuring self-efficacy can provide practical information for assessing the effectiveness of programs or interventions aimed at health behavior change.
Health Promotion
Published in Rupa S. Valdez, Richard J. Holden, The Patient Factor, 2021
The Social Cognitive Theory (Bandura, 1977, 1989; Schwarzer, 2001; Schwarzer & Renner, 2000) explains and predicts the changes of attitudes or behavior depending on the beliefs about the self to perform certain tasks or behavior, also called self-efficacy. Regardless of the levels of actual competence, the social cognitive theory suggests that an increase of self-efficacy could lead to increasing likelihood to adopt a behavior. In addition to self-efficacy, outcome expectancies are critical to the adoption of behavior: (1) action-outcome expectancy, the beliefs about the consequences resulted from the action; and (2) situation-outcome expectancy, the beliefs about the consequences resulted from other external environmental factors. Social cognitive theory proposed that the new behavior will be adopted if someone perceives control over their behavior, fewer external barriers, and more self-efficacy. Well-established evidence has shown the importance of self-efficacy and outcome expectancy in various health promotion behaviors, such as promoting quality of life and lifestyle change among cancer patients (diet and PA) (Graves, 2003; Stacey et al., 2015), promoting PAs (Young et al., 2014), and smoking cessation (Gwaltney et al., 2009).
Early Access
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Diane Henty, Kirsteen Anderssen
Self-efficacy theory is part of social cognitive theory and describes a person’s belief in their own ability to succeed in specific situations. A person with high self-efficacy is someone who believes that they can perform well and who is more likely to view a difficult task as one that they can master, rather than avoid (Bandura, 1997).
Implementation of a biopsychosocial approach into physiotherapists’ practice: a review of systematic reviews to map barriers and facilitators and identify specific behavior change techniques
Published in Disability and Rehabilitation, 2023
Jonathan Gervais-Hupé, Arthur Filleul, Kadija Perreault, Anne Hudon
Our findings also permitted the identification of specific BCTs that could help to successfully implement a biopsychosocial approach into physiotherapists’ practice. This is different than previous studies that focused on providing techniques to enhance physiotherapists’ skills and knowledge about this approach. According to Demmelmaier et al.’s study, interventions aimed at changing complex behaviors are unlikely to be effective if they focus only on the knowledge and skills associated with a behavior [66]. Our findings also align with their conclusions that BCT should be tailored to the barriers perceived by individuals who want to change this behavior and include interventions such as personal goal setting, skills training, and ongoing performance feedback. Some of these strategies were used in a 2019 mixed-methods study exploring the dose, reach and participation of physiotherapists using implementation interventions based on behavior change. This study was underpinned by social cognitive theory to implement a biopsychosocial approach in physiotherapists’ practice [67]. In their study, Fritz and colleagues mentioned that outreach visits, peer coaching, educational material and individual goal-setting were useful techniques to facilitate behavior change. They also highlighted the complexity and diversity of mechanisms involved during a clinical behavior change process.
The Influence of Parenting Dimensions and Junior High School Students’ Involvement in Bullying
Published in Journal of School Violence, 2023
Christina M. Rinaldi, Okan Bulut, Tracy Muth, Maria Di Stasio
The theoretical foundations which contribute to an understanding of the link between parenting and school bully involvement include ecological theory (Bronfenbrenner, 1989), social cognitive theory (Bandura, 1986), and family-based social learning models (Barber, 2002; Baumrind, 1991). These conceptual frameworks share the view that the environmental contexts in which children are raised have an effect on their developmental outcomes. From an ecological systems perspective (Bronfenbrenner,), bullying must be considered within systems of influence such as the family, the peer group, and the school social system. From a social cognitive theory perspective (Bandura, 1986), self-regulatory beliefs, developed through modeling and reinforcement, play an essential role in motivating and regulating behavior. Through a family-based social learning model, children’s behaviors develop within a family context, and parents’ child-rearing behaviors serve as a model upon which children base their behavior with others. These models propose that the mechanism of parent socialization (i.e., modeling, coaching, and contingent responsiveness)
Reasons for discordance between antiretroviral adherence measures in adolescents
Published in AIDS Care, 2022
Elizabeth D. Lowenthal, Rachel Ohrenshall, Neo Moshashane, Boineelo Bula, Jennifer Chapman, Tafireyi Marukutira, Ontibile Tshume, Robert Gross, Seipone Mphele
Social cognitive theory (SCT) presents a useful framework for understanding health behaviors that are largely within an individual’s control (Munro et al., 2007). SCT posits human behavior is determined by the interaction of behavior, personal cognitive factors and socioenvironmental influences. Personal cognitive factors include an individual’s knowledge about a behavior (e.g., how to take medications correctly), self-efficacy (i.e., confidence to engage in a behavior), and outcome expectancy (i.e., expectations regarding the outcomes of a behavior). Socioenvironmental factors are aspects of the perceived or physical environment that promote, permit, or discourage engagement in a particular behavior. We use social cognitive theory as a framework to understand factors influencing discordant adherence behaviors among adolescents living with HIV in Botswana.