Social Cognitive Theory Clause Samples
The Social Cognitive Theory clause establishes the framework for understanding how individuals acquire and perform behaviors through observation, imitation, and modeling within a social context. In practical terms, this clause may outline expectations for learning from peers, the influence of role models, or the importance of environmental factors in shaping behavior. Its core function is to clarify the mechanisms by which knowledge and behaviors are transmitted in group or organizational settings, thereby supporting effective learning and adaptation.
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Social Cognitive Theory. Purpose
1. How does educational or professional achievement impact perceived power of African American emerging adult females?
2. How does perceived power impact condom negotiation and/or use in relationships of differing educational or professional attainment?
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, 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 (▇▇▇▇▇▇▇▇▇▇ 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. Previous Zone Based Community Intervention: The Blocks Project
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” (▇▇▇▇▇, ▇▇▇▇▇▇, & ▇▇▇▇▇▇▇▇▇, 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” (▇▇▇▇▇, ▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇▇, 2008; Duan, Green, Mehrota, Odani, & ▇▇▇▇▇▇, 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 (▇▇▇▇▇, ▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇▇, 2008; Duan, Green, Mehrota, Odani, & ▇▇▇▇▇▇, 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. 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, & ▇▇▇▇▇▇, 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 useful in their work” (Duan, Green, Mehrotra, Odani, & ▇▇▇▇▇▇, Physician's Power to Protect: Facilitator's Guide, 2014).
Social Cognitive Theory. In ▇. ▇. ▇. ▇▇▇ ▇▇▇▇▇, ▇. ▇. ▇▇▇▇▇▇▇▇▇▇, & ▇. ▇▇▇▇▇▇▇ (Eds.), Handbook of Theories of Social Psychology: Collection: Volumes 1 & 2 (pp. 349–373). SAGE. Retrieved from ▇▇▇▇▇://▇▇▇▇▇.▇▇▇▇▇▇.▇▇▇/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 ▇▇▇▇▇▇, ▇. (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 ▇▇▇▇▇▇▇▇, ▇. (2002). Teen pregnancy: trends and lessons learned. Issues in Brief (▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ Institute), (1), 1–4. ▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇, ▇.-▇., ▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇▇▇, ▇., … ▇▇▇▇▇▇▇▇▇, ▇. (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 ▇▇▇▇▇, ▇. (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 ▇▇▇▇, ▇.-▇., ▇▇▇, S. W., ▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇, 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 ▇▇▇▇▇://▇▇▇.▇▇▇.▇▇▇/ash/oah/adolescent-development/reproductive-health-and- teen-pregnancy/teen-pregnancy-and-childbearing/trends/index.html ▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇▇▇, J. (2009). Pregnant and' ' Parenting ▇▇▇▇▇▇ Youth: Their Needs, Their Experiences. ▇▇▇▇▇▇ ▇▇▇▇ at the University of Chicago. Retrieved from ▇▇▇▇://▇▇▇.▇▇▇▇▇▇▇▇▇▇.▇▇▇/sites/default/files/Pregnant_Foster_Youth_final_08110 9.pdf ▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇▇▇▇, 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 ▇▇▇▇://▇▇▇...
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, ▇▇▇▇▇▇ 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...