Social Cognitive Theory Sample Clauses

Social Cognitive Theory. In X. X. X. Xxx Xxxxx, X. X. Xxxxxxxxxx, & X. Xxxxxxx (Eds.), Handbook of Theories of Social Psychology: Collection: Volumes 1 & 2 (pp. 349–373). SAGE. Retrieved from xxxxx://xxxxx.xxxxxx.xxx/books?hl=en&lr=&id=0QuyCwAAQBAJ&oi=fnd&pg= PA349&dq=social+cognitive+theory&ots=- fIhPEq3oK&sig=40GZKJtHukvPmfjwstxlnXJDm74#v=onepage&q=social%20c ognitive%20theory&f=false Xxxxxx, X. (2004). Why is teenage pregnancy conceptualized as a social problem? A review of quantitative research from the USA and UK. Culture, Health & Sexuality, 6(3), 255–272. doi:10.1080/13691050310001643025 Xxxxxxxx, X. (2002). Teen pregnancy: trends and lessons learned. Issues in Brief (Xxxx Xxxxxxxxxx Institute), (1), 1–4. Xxxxx, X. X., Xxxxxx, X.-X., Xxxxxxx, X. X., Xxxxxxx, X. X., Xxxxxxx, X. X., Xxxxxxxxx, X., … Xxxxxxxxx, X. (2005). Evaluation of a cognitive-behavioral, group, randomized controlled intervention trial to prevent sexually transmitted infections and unintended pregnancies in young women. Preventive Medicine, 40(4), 420–431. doi:10.1016/j.ypmed.2004.07.004 Xxxxx, X. (2006). Shame resilience theory: A grounded theory study on women and shame. Families in Society: The Journal of Contemporary Social Services, 87(1), 43–52. doi:10.1606/1044-3894.3483 Card, J. J. (1999). Teen pregnancy prevention: do any programs work? Annual Review of Public Health, 20, 257–285. doi:10.1146/annurev.publhealth.20.1.257 Xxxx, X.-X., Xxx, S. W., Xxxxxxx, X., Xxxxxxxx, X., Xxxxxx, X. X., & Xxxxxx, M. (2007). Teenage pregnancy and adverse birth outcomes: a large population based retrospective cohort study. International Journal of Epidemiology, 36(2), 368– 373. doi:10.1093/ije/dyl284 Department of Health and Human Services. (2016, June 2). Trends in Teen Pregnancy and Childbearing. Retrieved April 6, 2017, from xxxxx://xxx.xxx.xxx/ash/oah/adolescent-development/reproductive-health-and- teen-pregnancy/teen-pregnancy-and-childbearing/trends/index.html Xxxxxxx, X., & XxXxxxxxx, J. (2009). Pregnant and' ' Parenting Xxxxxx Youth: Their Needs, Their Experiences. Xxxxxx Xxxx at the University of Chicago. Retrieved from xxxx://xxx.xxxxxxxxxx.xxx/sites/default/files/Pregnant_Foster_Youth_final_08110 9.pdf Xxxxx, X., Xxxxxxx, X. X., & XxXxxxxxx, A. L. (1990). Evaluating the Impact of a Theory- Based Sexuality and Contraceptive Education Program. Family Planning Perspectives, 22(6), 261. doi:10.2307/2135683 Facing the Facts: Adolescent Girls and Contraception [Brochure]. (2016). UNFPA. Retrieved from xxxx://xxx...
Sample 1
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Social Cognitive Theory. Social Cognitive Theory (SCT) emphasizes the interaction between individuals and their environment (McAlister, Perry, & Parcel, 2008). Critical personal factors include a person’s capacity to symbolize behavior, foresee the outcome of behavior, self-efficacy in performing a behavior, and the ability to self-regulate and analyze a behavior. SCT is relevant to health behavior programs because it integrates previously unconnected emotional, cognitive, and understandings of behavior change (Baranowski, Perry, & Parcel, 2002). The foundational constructs of SCT can be grouped into five categories: psychological determinants of behavior, observational learning, and environmental determinants of behavior, self-regulation, and moral disengagement (XxXxxxxxx et al., 2008). Three of the five constructs appear to apply specifically to the Status Check Project: psychological determinants of behavior, observational learning, and environmental determinants of behavior. Foundational Constructs of SCT Psychological determinants of behavior. Of the many psychological determinants of behavior that have been identified in SCT, outcome expectations and self-evaluative outcome expectations stand out. Outcomes expectations dictate that human values and expectations are subjective where individual’s actions are based on both objective reality and their perceptions of it (Xxxxxxxxxx et al., 2002). For behavior that is relatively new and infrequent, an individual develops expectations for outcomes prior to encountering the behavior. For example, the Status Check Project seeks to increase awareness of HIV serostatus in their target population. An outcome expectation of a negative test result, with or without prior knowledge of their serostatus, could result in reduced desire to test. The Status Check Project may change this expectation by educating Staten Island residents regarding the benefits of awareness and frequent testing. In most cases, this process can lead to a reduction in anxiety related to a behavior. There are four ways expectations can be learned: 1) through past experience in similar situations; 2) observing others in similar situations; 3) hearing about other’s situations; and 4) from emotional responses to the behaviors. Self-evaluative outcomes. A closely related concept of outcome expectations is self-evaluative outcomes (XxXxxxxxx et al., 2008). This is an important concept stating that how individuals feel about themselves and whether they do or do not particip...
Sample 1
Social Cognitive Theory. “The Social Cognitive Theory is widely used in the field of public health to describe how individuals interact with their environments, and vice versa, and how these interactions shape behavior” (Xxxxx, Xxxxxx, & Xxxxxxxxx, Health Behavior and Education, 2008). “This concept known as reciprocal determinism was a key factor in the decision to use Social Cognitive Theory in the creation of the Physician’s Power to Protect curriculum” (Xxxxx, Xxxxxx & Xxxxxxxxx, 2008; Duan, Green, Mehrota, Odani, & Xxxxxx, Physician’s Power to Protect: Facilitator’s Guide, 2014). The following Social Cognitive Theory constructs are used in the Physician’s Power to Protect program: self-efficacy; collective efficacy; outcome expectation; facilitation; and observational learning (Xxxxx, Xxxxxx & Xxxxxxxxx, 2008; Duan, Green, Mehrota, Odani, & Xxxxxx, Physician’s Power to Protect: Facilitator’s Guide, 2014). Below is a brief description of these constructs, as described in the Physician’s Power to Protect Facilitator’s Guide, and how they are used in each lesson plan of the Physician’s Power to Protect curriculum. Self-efficacy: “Defined as the beliefs about personal ability to perform a certain behavior” (Xxxxx, Xxxxxx, & Xxxxxxxxx, Health Behavior and Education, 2008); “increasing students’ self- efficacy to be able to detect and prevent child sexual abuse was incorporated into every lesson. Beginning with lesson one by introducing students to the nature of the issue (child sexual abuse) and ending with lesson five by providing students with resources to refer child sexual abuse victims to; in sum, the entire curriculum seeks to build knowledge and skills that should build students’ confidence in communicating about and better managing this public health issue” (Duan, Green, Mehrotra, Odani, & Xxxxxx, Physician's Power to Protect: Facilitator's Guide, 2014). Collective efficacy: “Similar to self-efficacy, this is the belief about the ability of a group to perform certain actions” (Xxxxx, Xxxxxx, & Xxxxxxxxx, Health Behavior and Education, 2008). “By allowing students to communicate and solve problems together, as a cohort they will learn the skills and be able to have the confidence to detect child sexual abuse in their work (Duan, Green, Mehrotra, Odani, & Xxxxxx, Physician's Power to Protect: Facilitator's Guide, 2014). Lesson 3, of the Physician’s Power to Protect curriculum gives students the opportunity to discuss important communication techniques that they feel may be u...
Sample 1
Social Cognitive Theory. The most popular theory used to describe behavior changes and shape program models in FTS is the social cognitive theory (SCT). SCT emphasizes the reciprocal and interconnected influences of environmental factors, personal factors, and personal experiences, which all interact to create behavior change (Berlin et al., 2013). An important driver in SCT is the “knowledge of health risks and benefits,” as the knowledge of how certain actions contribute to health and wellbeing drives the motivation for change (Bandura, 2004). Knowledge alone is often not enough to achieve and maintain behavior change, and another important tenant of SCT is self-efficacy, and that people believe they are able to create and achieve the desired outcome that will result from changing their behavior (Bandura, 2004). In addition, expected outcomes also play an important role in this theory, with participants (students) assigning some value to the desired behavior change and resulting outcome (Berlin et al., 2013). Interventions use strategies to target all of these different components in order to make the behavior change more likely to be adopted (Berlin et al., 2013). Social cognitive theory is often used in interventions for youth related to food or nutrition behavior changes (Berlin et al., 2013). FTS takes a wholesome approach, where different facets of individual knowledge, perceptions, and the student’s environment are simultaneously altered and targeted to make the desired behavior changes more likely, possible, and desirable by students (Berlin et al., 2013; NFSN, 2020). Students are taught, encouraged and given opportunities for behavior change through classroom and experiential learning, school gardening, xxxxxx visits or field trips to local farms, taste tests of fruits and vegetables and healthy cafeteria dishes, adults modelling healthy eating, and access to local fruits and vegetables from farms or edible school gardens (NFSN, 2020). Though some schools often only implement some of the activities depending on capacity, the foundational framework for FTS that draws on SCT is strongest when students have access to the full continuum of exposures, opportunities, and reinforcements in the three core areas of education, local procurement and school gardens (Berlin et al., 2013). An example of a potential positive nutritional outcome of FTS is increased fruit and vegetable consumption by students. Details of the different components of SCT and how different elements of FTS m...
Sample 1
Social Cognitive Theory. Purpose The purpose of this study was to qualitatively explore perceived power in relationship to educational or professional attainment. Specifically, this study aimed to understand the impact of perceived power on the ability of African American college women to negotiate condom use. HIV incidence rates have been increasing among African American women attending college. Specifically, small sexual networks and the decreasing male-to-female ratio in the African American college population have been shown to be important factors in the decision making of African American emerging adult females. This, in turn, has had a profound effect on sexual risk behaviors including unprotected sex. This study aimed to add an in-depth perspective to the current literature on HIV and sexual behavior. The knowledge gained from this study could inform future sexual health prevention interventions by examining the relationship between sexual protective behaviors and perceived power. With the above in mind, the specific questions that this study aimed to answer were:
Sample 1

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