Schools and Health Our Nation's Investment (1997) / Chapter Skim
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Appendix C
Appendix C
Pages 356-364
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From page 356... ...
focus primarily on cognitive factors, SCT extends beyond knowledge and attitude domains to include behavioral elements, such as social skills, and environmental influences. Second, whereas the Health Belief Model, the Theory of Reasoned Action, and the Operant Learning theory focus essentially on individual-level behavior (Rosenstock, 1988; Skinner, 1974)
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From page 357... ...
In other words, if a student does not feel confident in his or her ability to resist peer appeals to use drugs, the likelihood of employing appropriate communication skills is diminished; similarly, low efficacy regarding athletic performance may inhibit involvement in physical activity. Two fundamental assumptions regarding SE are critical to understanding its importance in SCT.
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From page 358... ...
This can include vicarious observation of simulated performance in clinical settings or instructional media or in viva observation of peers and family members. Observing adult or peer role models successfully perform positive behaviors represents an important potential source of efficacy that is often lacking in disadvantaged populations.
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From page 359... ...
Finally, physiologic and affective states, such as excessive arousal, anxiety, and depression, can diminish efficacy and discourage continued efforts, whereas positive states, such as stimulation, euphoria, and physical enjoyment, can encourage future effort. Pressuring an adolescent to attempt a new behavior or modify an existing one when that person is not prepared or sufficiently motivated to do so can create dysphoric levels of anxiety, arousal, anger, or resentment that, even with successful performance, can result in diminished motivation to continue efforts.
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From page 360... ...
The third class of outcome expectations, self-evaluation, includes the positive and negative internal reactions resulting from behavior. Although related to perceived social effects, insofar as personal values are largely derived from peer standards and social mores, selfevaluative expectations refer more to the perceived intrapersonal or intrapsychic consequences of behavior that is, how one will feel about himor herself morally and emotionally as a result of engaging in a behavior, beyond its external, social contingencies.
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From page 361... ...
. Second, successful performance and goal attainment can enhance personal efficacy, motivating heightened efforts and progression to more complex tasks and hierarchical goal achievement.
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From page 362... ...
Possessing requisite skills is also likely to increase opportunities to attain mastery experiences, which will instill increased efficacy and promote continued behavioral effort. Additionally, if realistic goals are set, performance is more likely to be perceived as successful and efficacy beliefs will be strengthened.
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From page 363... ...
1988. Social learning theory and the Health Belief Model.
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From page 364... ...
1990. The Health Belief Model: Explaining Health Behavior Through Expectancies in Health Behavior and Health Education: Theory, Research, and Practice, Glanz, K., Lewis, F.M.
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