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SES Health & Exercise Psychology > Theories of B change > Flashcards

Theories of B change Flashcards

1
Q

Why is changing B hard?

A
  • B ingrained through habit
  • B is complicated - appreciate no. of contributing factors (individual lifestyle factors, social and community networks, general socio-economic, cultural and environmental conditions)
  • B influenced by external environment
  • PA is unlike other health B because it should be repeated several times per week, requires considerable effort and time commitment, places the body in an aversive state and produces variable affective responses
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2
Q

What are the 6 common errors of B change as noted by Kelly and Barker (2016)

A
  1. It’s just common sense - if humans engage in bad B this doesn’t make them change it
  2. It’s about getting the message across
  3. Knowledge and information drive behaviour - if just target population by telling them the pros and cons isn’t enough to change B
  4. People act rationally - assumption of gaining info and critically appraising is a norm
  5. People act irrationally - people act on feelings, make judgements that may not be in best interest
  6. It is possible to predict accurately - not possible to predict B in certain situation
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3
Q

List some barriers to B change in relation to PA

A

Time
Physical environment
Motivation
Poor physical health
Stress

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4
Q

List some motivations for B change

A

Enjoyment
Sense of challenge
Social motives
Fitness
Health

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5
Q

Give a barrier associated with older age

A

Poor physical health

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6
Q

Give a motivator associated with young, and old age

A

Young - tend to be motivated by challenge and demonstrate physical prowess

Older - tend to be motivated by health

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7
Q

What motives are often endorsed by women?

A

Weight control and appearance

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8
Q

What is a common core attribute of the B change theories?

A

All stem from origins of cognitive psychology - emphasising the importance of imagined end states (desired B or goals) and individuals acting in a rational manner to achieve these

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9
Q

Why focus on B change theories?

A

Theoretical models enable us to build knowledge and understand how and why people might be motivated to exercise

Interventions that are underpinned by theoretically-driven behaviour change models are more successful and lead to longer lasting changes - Michie and Abraham (2004)

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10
Q

What are the big 4 B change theories?

A
  • The Transtheoretical Model
  • The Theory of Planned Behaviour
  • Self-efficacy Theory
  • Self-determination Theory
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11
Q

What is self-efficacy?

A

A construct developed within Bandura’s Social CognitiveTheory

It defines the individual’s belief in their own capability to perform a specific task or achieve a particular goal

Typically domain-specific beliefs - different confidence levels in different areas of life

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12
Q

What are the 5 self-efficacy outcomes

A
  1. Goal setting - more likely to set challenging goals
  2. Effort and persistence - more effort and persist in face of obstacles/ setbacks
  3. Choice of activities - influences choice
  4. Emotional reactions - experience positive emotions during success which reinforce belief in ability
  5. Performance accomplishments - associated with greater task-performance
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13
Q

Give some sources of self-efficacy

A

Performance accomplishments - strongest source
Vicarious experiences (modelling)
Verbal persuasion
Imaginal experiences
Physiological states
Emotional states

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14
Q

What are some limitations of self-efficacy?

A
  • Is the confidence required to begin exercise different to that required to adhere?
  • Is self-efficacy stable overtime?
  • How do sociocultural factors influence confidence?
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15
Q

What are the basic psychological needs stated by Deci and Ryan (2000) that drive humans?

A

Competence
Autonomy
Relatedness

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16
Q

What are examples of need-supportive elements in SDT?

A

Autonomy support (Black and Deci, 2000) - individuals’ feelings and perspectives; encourages choice and initiative

Structure (Reeve, 2002) - provides clear guidance, consistent expectations, and timely and informative feedback

Interpersonal involvement (Deci and Ryan, 1991) - edicates psychological resources, such as time and energy, to interact in a way which offers individuals affection, warmth, and care

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17
Q

What are examples of need-thwarting elements in SDT?

A

Lack of control

Authoritarian (Bartholomew et al, 2010) - coerces individuals’ to think and behave in certain ways. Controlling contexts are theorised to induce a shift in perceived locus of causality from internal to external. The loss of control undermines and thwarts individuals’ basic needs and self-determined motivations, contributing to the development of more controlled motivations

18
Q

According to SDT, what happens when the three basic psychological needs are satisfied?

A

individuals experience greater intrinsic motivation, psychological wellbeing and overall life satisfaction

19
Q

What are the three types of motivation on the SDT continuum?

A
  1. Amotivation
  2. Extrinsic motivation (external regulation, introjection, identification, integration)
  3. Intrinsic motivation
20
Q

Why is extrinsic motivation (SDT) not all bad?

A
  • Better than amotivation
  • Can co-exist with intrinsic motivation
  • Powerful for initiating B - PI unlikely to be intrinsically motivated to exercise
21
Q

Give a supporting study of SDT and PA promotion

A

Teixeira et al (2012)

  • Consistent support for positive relationship between more autonomous forms of motivation and exercise
  • Trends towards identifying regulation predicting initial adoption more strongly than intrinsic motivation
  • Intrinsic motivation as a prediction of long-term exercise adherence
22
Q

Give some criticisms of SDT

A
  • Can be difficult to draw between stages of the continuum
  • Contradictions on just three psychological needs - Maslow’s hierarchy of needs
  • Application to exercise and PA needs refining (Teixeira et al, 2012)
23
Q

What is theory of planned B (TPB)?

A

Ajzen and Madden (1986)

Proposes intention as the immediate antecedent of B - predicated by one’s attitudes, subjective norms and perceptions of B control

24
Q

Differentiate between ‘outcome value’ and ‘outcome belief’ in the TPB

A

outcome value - I really want to control my weight

outcome belief - exercise will help me control my weight

25
Q

Define affective attitude in TPB

A

Emotion towards action - perceptions of PA as pleasant

26
Q

Define instrumental attitude in TPB

A

Regards functionality, benefits and risks of an action - perceptions of PA as beneficial

27
Q

What are subjective norms

A

Nor shaped by perception of social norms and pressures to perform a B

Often those closest to us who influence subjective norms

“My friend thinks exercise is important”

28
Q

Define perceived B control

A

The ease or difficulty in performing the desired B

Made up of previous experience and external control factors

29
Q

How do behavioural and subjective beliefs influence B in TPB?

A

One’s behavioural and subjective beliefs over the B directly influence intentions to engage within a B

30
Q

How can it be deducted whether a person will take action or not?

A
  • Have to know what their intention is
  • Intention is based on the sum of their ATTITUDES, PERCEIVED NORMS, and PERCEIVED BEHAVIOURAL CONTROL
  • By adding up the positive and negative values, the resulting intention towards the behaviour is positive or negative
  • Depending on the manifestation of the factors, the result, i.e. the intention, can be strong, medium or weakly negative / positive.
  • The strength and direction (positive/negative) of the intention predict the likelihood of engaging in the behaviour
31
Q

Give some criticisms of TPB

A
  • Cannot be applied to new Bs or technologies as it is based on eliciting (already) existing beliefs about a behaviour (respondent has not yet formed beliefs toward)
  • Due to its high level of generality, the model does not provide recommendations on how to change (acceptance) behaviour
  • Biddle and Mutrie (2008) - unidirectional model; fails to reflect possible reciprocal nature of variables
32
Q

Give some advantages of TPB

A
  • Identified intentions and control are predictors of B
  • Applicable to a wide variety of Bs
  • Empirically tested theory
  • Incorporates the importance of social influence on B
33
Q

Name the 5 stages of change in the trans theoretical model

A
  1. Precontemplation
  2. Contemplation
  3. Preparation
  4. Action
  5. Maintenance
34
Q

Briefly describe the precontemplation stage of the TTM

A
  • No intention of taking action in the foreseeable future
  • Unaware B is problematic
  • Often underestimate pros of challenging B
35
Q

Briefly describe the contemplation stage of the TTM

A
  • Thinking of taking action within the next 6 months
  • Recognise B may be problematic
  • Consider pros and cons of changing B
  • May still feel hesitant
36
Q

Briefly describe the preparation stage of the TTM

A
  • Ready to take action within the next 30days
  • Small steps taken towards B change
  • Believe B change can lead to a healthier life
  • Build self-efficacy towards B
37
Q

Briefly describe the action stage of the TTM

A
  • Recently changed B in last 6 months and intend to keep engaging with B
  • Self-efficacy beliefs are strengthened
  • Start to develop social connections and support to maintain B
38
Q

Briefly describe the maintenance stage of the TTM

A
  • B change sustained for more than 6 months
  • Intend to maintain B
  • Work to prevent relapse to earlier stages
39
Q

What 3 factors help to achieve new B in TTM

A
  1. Self-efficacy - individuals beliefs in capabilities to perform B
  2. Decisional balance - identifying pros and cons
  3. Change processes - modification of thought/beliefs associated with new B (10 cog and behavioural processes)
40
Q

Give some strengths of the TTM

A
  • Provides suggested strategies for public health interventions to address people at various stages of the decision-making process
  • Interventions are better tailored and effective as a result
  • Encourages assessment of an individual’s current stage of change and accounts for relapse in decision-making process
41
Q

Give some limitations of TTM

A
  • Tentative support for the model - too few longitudinal and experimental studies to examine causal associations
  • Complex model - interventions rarely incorporate all components of the model
  • Wider forces at play which influence B - e.g. social economic status, physical health
  • Model assumes individuals make coherent and logical plans in decision-making processes which is not necessarily true

SES Health & Exercise Psychology (8 decks)

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