7. social cognitive theory

Social Cognitive Theory

Group 7

Afini Isma Hidayati 101211131006Dica Ayu Oktavia 101211131030Dimas Nindy Pratama 101211133002Hanifa Fatmaningtyas 101211132008Mega Restria Nindya M 101211132103Putri Ayu Anggraeny 101211133046

Social Cognitive Theory Originally known as “Social Learning Theory”

o Based on the work of Miller and Dollard in 1941 concerning learning in the social context

o They posited that individuals who are motivated to learn a behavior will learn it through clear observation

The Social Cognitive Theory is relevant to health communication. o First, the theory deals with cognitive, emotional aspects and aspects of

behavior for understanding behavioral change. o Second, the concepts of the SCT provide ways for new behavioral research

in health education. o Finally, ideas for other theoretical areas such as psychology are welcome to

provide new insights and understanding. Renamed as “Social Cognitive Theory”

o Integrated concepts of Cognitive Psychologyo Focus on the importance of learning from experience, observational

learning, and symbolic communication

• SCT emphasizes reciprocal determinism in the interaction

between people and their environments.

• Most behavioral and social theories focus on individual, social

and environmental factors that determine individual or group

behavior (for example: barriers, rewards and punishments, and

social norms portrayed in mass communication).

• SCT posits that human behavior is the product of the dynamic

interplay of personal, behavioral, and environmental

influences.NB : yang di cetak miring merupakan konsep dalam SCT

Social Cognitive Theory• Sees human behavior as produced by the interplay of

personal, behavioral, and environmental influences• Recognizes the influences of environment on behavior, but

focuses on the ability of the individual to alter environments to their own advantage as well as the capacity for collective action

Personal determinants

Behavioral determinants

Environmental determinants

Components of Social Cognitive Theory

Psychological Determinants of Behavior

Observational Learning

Environmental Determinants of Behavior

Self Regulation

Moral Disengagement

Psychological determinants of behavior Outcome expectations: beliefs about

outcomes of behaviors and the perceived value of these outcomes Social outcome expectations: expectations about how

people will evaluate our behavior Self-evaluative outcome expectations: how we

expect to feel about ourselves if we perform a particular behaviour

NB : yang di cetak miring merupakan konsep dalam SCT

Observational Learning• Learning to perform new behaviors by exposure to

modelling of that behavior• 4 key processes in Observational Learning :

1. AttentionThe value of the expected outcomes determines what is attended to

2. RetentionIntellectual capacity to process and retain information

3. ProductionProcessing the skills to perform the model behaviours

4. MotivationDetermined by outcome expectations


Observational Learning divide into : Peer modelling

Copying model or behavior from someone Coping models

Models struggle with similar challenges and barriers that the observer faces and overcomes these


Environmental determinants of behavior

• Recognizes the powerful influence of environment on behaviour

• Reciprocal determinism viewpoint stresses that no amount of observational learning will lead to change unless the environment supports the new behaviour


Environmental determinants of behavior (continued)

Approaches in environmental determination• Incentive motivationProviding rewards or punishments to modify behaviors• FacilitationProviding new structures or resources that enable behaviors


Self-Regulation

Human capacity to endure short-term negative outcomes in anticipation of long-term positive outcomes

Requires concrete skills for self management Controlling one self through self monitoring,

goal-setting, feedback, self reward, self- instruction, and enlistment of social support


6 Key Processes:1. Self-monitoring: Observing one’s own behavior2. Goal-setting: Deciding on short-term and long-term

objectives3. Feedback: Receiving information on the quality of

performance4. Self-reward: Tangible and non-tangible

reinforcement for positive change5. Self-instruction: Talking to one-self for

encouragement or motivation6. Enlisment of Social Support : is achieved when a

person finds people who encourage her efforts to exert self-control

Moral Disengagement• Describes ways of thinking about harmful behaviors

that make the infliction of suffering acceptable

• Humans have the capacity to learn moral standards for self-regulation, but also the capacity to violate these standards through moral disengagement

• Ways of thinking about harmful behaviors and the people who are harmed that make infliction of suffering acceptable by disengaging self-regulatory moral standards


Self-Efficacy• How to help people change/manage

unwanted behaviours : 1. Self-efficacy: a person’s belief about their capacity to influence events that affect their life Collective efficacy: a group’s shared belief

in their capacity to influence events


2. Self-regulatory personal change• Break up challenging behaviors into smaller

and easily mastered steps• Therapist or professional provides the tools,

resources, and guidance to help the individual achieve these goals at first

• Gradually, the individual learns how to self-direct his/herself toward the desired behaviour


How to Increasing Self-Efficacy ?

1. Mastery Experience Enabling the person to succeed in attainable, but

increasingly challenging performances of desired behaviours

Experiencing performance mastery has the strongest influence on self-efficacy belief

2. Social Modelling Showing the person that others like themselves can do it This should include detailed demonstrations of the small

steps taken in the attainment of a complex objective.

3. Improving physical and emotional states Making sure people are well-rested before

attempting a new behaviour eg. reduce stress/depression, increase positive

emotions4. Verbal Persuasion

Telling the person that he or she can do it. Strong encouragement can boost confidence

enough to induce the first efforts toward behavior change.

Applications to Health Promotion

• SCT provides a comprehensive and well-supported conceptual framework for understanding the factors that influence human behavior and the processes through which learning occurs.

These newly emerging areas of application for SCT have been small in scale, and evaluations have been lacking or incomplete. • Much of the research is descriptive or qualitative, particularly with respect to the

concept of moral disengagement. SCT is very broad and ambitious, in that it seeks to provide

explanations for virtually all human phenomena (Bandura, 1986).• However, because it is so broad, it has not been tested comprehensively

in the same way that some other health behavior theories have been tested.

SCT is very broad, therefore testing has not been comprehensive.• Self-efficacy has been validated numerous times, but this does not

validate the entire theory

Limitation of SCT

CASE STUDY

• American Cancer Society Telephone Counselling for Smoking Cessation• June 2000 – American Cancer Society (ACS)

offered a telephone conselling service to help smokers quit by providing guidance in self-regulation

• More than 250,000 smokers have received assistance

CASE STUDYAmerican Cancer Society Telephone Counselling for Smoking Cessation

Six self-regulatory processes:

1. Self monitoring: Have clients keep simple records of their smoking and the context and

cues that werepresent when they smoked,before making an attempt

2. Goall Setting: Initial objective for a smoker trying to quit:a single day ofnot smoking

3. Feedback: Informative feedback from counsellors helped smokers learn tha trelapses are

caused by stress and learned touse relaxationtechniques

4. Self-Reward: Clients are encouraged toset aside part of their savings from not buying

cigarettes for weekly pleasures

5. Self-Instruction: Clients are guided through multiplerehearsals of acombination of deep-

breathing and self-instructionto help them cope with stress and reduce cravings for

tobacoo

6. Enlistment of Social Support: Clients are sked to identify sources of support and

touse them during the counselling process

REFERENCE• Boeree, Dr George C, Shippensburg University,

“Personality Theories: Albert Bandura”, accessed Mei 2013, (www.ship.edu).

• York University, Canada, “Theories used in IS Research: Social Cognitive Theory”, accessed Mei 2013, (www.istheory.yorku.ca).

7. social cognitive theory

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