test 1 Flashcards
why use theory
gives us direction
what’s a theory
a set of interrelated concepts, definitions, and propositions that presents a systematic view of events or situations by specifying relations among variables in order to explain and predict events or situations
why use theory to guide intervention
- summarizes the cumulative knowledge of how to change behaviour in different populations, behaviours, and contexts
- target meaningful determinants of change
- understand why the intervention worked (or not)
- test theory (it advances them)
top 9 list of what makes a quality theory
- clarity of constructs
- clarity of relationships between constructs
- measurability
- testability
- being explanatory
- describing causality
- achieving parsimony
- generalizability
- having an evidence base
clarity of constructs
has the case been made for the independence of constructs from each other
clarity of relationships between constructs
are the relationships between contructs Cleary specified
measurability
is an explicit methodology for measuring the constructs given? (know if client got stronger)
testability
has the theory been specified in such a way that it can be tested (randomized control is best)
being explanatory
has the theory been used to explain/account for a set of observation
describing causality
has the theory been used to describe mechanisms of change?
achieving parsimony
has the case for parsimony been made?
generalizability
have generalization been investigated across:
a) behaviours
b) populations
c) contexts
reciprocal determinism
constructs:
personal factors, behaviour, and environment factors all interact together
what are behaviour determinants
are things that have been proven to influence behaviour change. effective behavioral interventions work by addressing a set of determinants
perceived self-efficacy
beliefs in one’s capacity to organize and execute the courses of action required to produce given attainment
what does perceived self-efficacy affect
affects the courses of actions, people choose to pursue, how much effort is put forth in a given endeavor, and the level of accomplishment they realize
parts of self-efficacy
- mastery
- vicarious experiences
- verbal persuasion
- emotional and physiological arousal
mastery
somebody trying a skill or behaviour and being successful
vicarious experiences
watching other people around you engage in the behaviour
verbal persusaion
receiivng commentary from another person providing advience
task efficacy
can you do a behaviour?
self-regulatory efficacy
can you self-regulate (“organize”) yourself to make the behaviour possible?
(have you find time to workout even though you feel like you dont have time)
health action process approach
has a motivational phase and volitional phase
risk perception (HAPA)
general perceptions of health risks of a health behaviour
action/task efficacy
confidence in a behaviour/activity
out come expecatancies
doing a behavour will create a result
(if i do something something will happen)
maintenance self efficiacy
self regulator efficacy
- barrier self efficacy
- confidence over comes barriers
intention
motivaiton to change a behaviour
what is the motivational phase
where building up goal to the point where the person get the intent to part take in the behavour
what is the volitional phase
take action in the behaviour
action plans
a plan for behavioural enactment that includes specific situational details (when, where, who) and delineates a sequence of action (how)
- medium sized effect
what do action plans include
- what
- when
- where
- with whom
- how
coping planning
a plan that identifies anticipated barriers to action and includes strategies to over come the barriers
- increases the size of the effect of action plans
what do coping plans include
- potential barrier
- solution to overcome barrier
action plan and coping plans- why
intentions fail us regulary
- in the physical activity realm- 48% of intender fail to translate there intention into action
how do action and coping plans work
- unconscious cueing
- conscious processes- self-efficacy
what are types of motivation
- intrinsic
- extrinsic
intrinsic motivation
doing of an activity for its inherent satisfactions rather than for some separable consequence. When intrinsically motivated a person is moved to act for the fun or challenge entailed rather than because of external prods, pressures, or rewards
- personally rewarding rather than external rewards
extrinsic motivation
doing something because it leads to a separable outcome
ie, the behaviour is instrumental
amotivation
- lack intention to act
example of amotivation
not studying
extrinsic motivation theories
external regulation
introjected regulation
identified regulation
integrated regulation
intrinsic motivation theory
self-regulation
external regulation
- for external reinforcement- getting rewards, avoiding punishment
- external causality
- controlling
introjected regulation
- for internal reinforcement
- avoid anxiety, boost self-esteem
- external causality
- controlling
integrated regulation
- behaviours are congruent with personal needs and values, but outcome-directed
- internal causality
- controlling
self-regulation
for enjoyment, pleasure, and fun; no discernable reinforcement
- integrated
- autonomous
examples of external regulation
- studying to avoid teacher being angry
examples of introjected regulation
- studying to avoid feeling guilty
examples of identified regulation
- studying to develop a new skill
integrated regulation
studying because it matches your identity as a student
examples of self-regulation
studying because you enjoy the work
what is the psychological needs/ within the self-determination theory
- autonomy
- competence
- relatedness
autononmy
desire to be a causal agent; for action to reflect ones self
- having choice, choosing what you want
competence
- to control outcomes to experience mastery
(self-efficacy)
relatedness
to interact with, be connected to, and experience caring for others
what is the recipe for intervention
- all the theories within self-determination + autonomy competence, and relatedness
what is the transtheoretical model
- is a way to understand how people change their behaviour
- stages of change
parts of the transtheoretical model
- precontemplation
- contemplation
- preparation
- action
- maintenance
- relapse
precontemplation
not thinking about changes, people may not see a problem or may be unaware of the need of change
contemplation
aware of the problem and considering change but not ready to take action. they weigh pros and cons
preparation
planning to change soon, often within the next month
- might start making small changes
action
actively making changes in behaviour. This stage involves a lot of effort and commitment
maintenance
sustaining the change over time (usually 6 months). goals is prevent relapse
relapse
sometimes, people slip into old behaviours
what are the pre-action stages
precontemplation
contemplation
preparation
what are the post action stages
action and maintance
identified regulation
- idenified the personal value of the behaviour
what is social cognitive theory
includes self-efficacy, recepical determinism
