Outcome Assessment
Robin Stevenson in Learning and Behaviour in Medicine, 2022
A good MCQ will give a measure of competence in addition to knowledge, but the pathway from learning how to do something to actually doing it is not simple. It is influenced by many agencies, both personal and environmental. The interplay of these various factors is the essence of Social Cognitive Theory [8]. One of the most important intermediates between competence and performance is confidence, known as self-efficacy to psychologists and educationalists. Clever children lacking self-confidence do less well at mathematics than less clever children who are confident. A recent CME study found that commitment to change (CTC) was related to confidence which itself was increased by feedback in formative assessment [9]. Post-CME reflection can be considered as part of formative assessment and has been said to predispose to CTC [10] which itself has been shown to predict actual change [11]. These various findings allow CME providers to look for surrogates for performance change. It is easier to measure competence and confidence by pre- and post-testing and record reflections on CTC than trying to demonstrate a change in physician performance.
Empowering Patients Toward Motivation and Maintenance to Change
Gia Merlo, Kathy Berra in 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.
Counseling Cardiac Patients to Facilitate Behavior Change
James M. Rippe in Lifestyle Medicine, 2019
Social learning theory, developed by Bandura, is the most well-known theory directed at health behavior change.2 This theory is based on the tenets that behavior change considers personal experience as well as self-efficacy in changing behaviors, the importance of a supportive social and group setting, and the development of skills to maintain new attitudes and practices.2 Social learning theory, also known as social cognitive theory, emphasizes the concept of self-efficacy as a mediator of change. Self-efficacy is likened to self-confidence and reflects a person’s judgement about how successful he or she will be in performing certain tasks. Measuring self-efficacy can provide practical information for assessing the effectiveness of programs or interventions aimed at health behavior change.
Community beliefs about tuberculosis in Ghana: Implications for the end tuberculosis global agenda
Published in Cogent Medicine, 2021
Philip Teg-Nefaah Tabong, Patricia Akweongo, Philip Baba Adongo
Theories provide a guide to research and explain human behaviours (Green, 2000). Therefore, theories are very essential in designing social science research (Venable, 2006). In this study, we adopted the social cognitive theory by Albert Bandura. The social cognitive theory describes the reciprocal relationship between three constructs; cognition/personal, behaviours, and the environment (Bandura, 1999). These factors can act independently but may also interact in a reciprocal manner. The cognitive/personal determinant includes factors such as beliefs about one’s competence; causes of success and failure; and a sense of control, values, and goals. In this study, personal determinants include knowledge, attitude, and beliefs about the causes of tuberculosis and management of the condition. The environmental component includes factors such as the cultural context, exposure to a disease, and social support that may be reinforcing or inhibiting a positive behaviour. The behaviour (or the performance) of the individual includes health-seeking, medication adherence, and coping responses. The social cognitive approach focuses on the demand side of promoting health (Bandura, 2004), and therefore an important theory to explain the emic system that fosters the type of care one seeks when ill.
Development of a Theoretical Framework and a Measure of General Organizational Means-Efficacy
Published in Human Performance, 2021
For years, motivation researchers (Allport, 1937; Mischel, 1984; Skinner, 1975) debated the two poles of determinism and situationalism. The introduction of social cognitive theory (SCT) by Bandura (1977, 1986) integrated cognitive (deterministic) and environmental influences into one model. Nonetheless, integrating context into motivational theory has been limited. Bandura (1991), recognizing this, stated that, “A comprehensive [motivational] theory must merge the analytic dualism by integrating personal and social foci of causation within a unified causal structure” (p. 5). Heeding Bandura’s call to unify this dualism, and extending the pioneering work of Eden on external efficacy, we further develop an underexplored construct, means-efficacy. We propose that its addition to and integration within existing motivation theories that incorporate the construct of self-efficacy is both necessary and beneficial.
The effects of the triple P-positive parenting programme on parenting, family functioning and symptoms of attention-deficit/hyperactivity disorder. A randomized controlled trial
Published in Psychiatry and Clinical Psychopharmacology, 2019
Öztürk Yusuf, Özyurt Gonka, Akay Pekcanlar Aynur
Parent training programmes are examined in two groups as relationship-based and behavioural approach-based programmes. Relationship-based programmes are based on psychodynamic, humanistic, and family system theory. The aim of the programmes is to understand the emotions and thoughts under the problematic behaviours of children, learn their way of thinking, and evaluate parents’ responses to their children. The programmes include communication skills (active listening, language, feedback, conflict resolution), and approaches how parents should communicate with their children; the focus of the programme is the child [6–9]. Behavioural approach-based parent training programmes are based on social cognitive theory [8,9]. Social cognitive theory is based on learning being a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behaviour, learning also occurs through experience of rewards and punishments, a process known as vicarious reinforcement [10–12].
Related Knowledge Centers
- Smoking Cessation
- Social Cognition
- Psychology
- Observation
- Reinforcement
- Bobo Doll Experiment
- Self-Efficacy
- Driving Under The Influence
- Affect
- HIV/AIDS