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test 1 Flashcards

1
Q

why use theory

A

gives us direction

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2
Q

what’s a theory

A

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

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3
Q

why use theory to guide intervention

A
  • 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)
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4
Q

top 9 list of what makes a quality theory

A
  1. clarity of constructs
  2. clarity of relationships between constructs
  3. measurability
  4. testability
  5. being explanatory
  6. describing causality
  7. achieving parsimony
  8. generalizability
  9. having an evidence base
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5
Q

clarity of constructs

A

has the case been made for the independence of constructs from each other

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6
Q

clarity of relationships between constructs

A

are the relationships between contructs Cleary specified

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7
Q

measurability

A

is an explicit methodology for measuring the constructs given? (know if client got stronger)

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8
Q

testability

A

has the theory been specified in such a way that it can be tested (randomized control is best)

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9
Q

being explanatory

A

has the theory been used to explain/account for a set of observation

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10
Q

describing causality

A

has the theory been used to describe mechanisms of change?

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11
Q

achieving parsimony

A

has the case for parsimony been made?

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12
Q

generalizability

A

have generalization been investigated across:
a) behaviours
b) populations
c) contexts

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13
Q

reciprocal determinism

A

constructs:
personal factors, behaviour, and environment factors all interact together

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14
Q

what are behaviour determinants

A

are things that have been proven to influence behaviour change. effective behavioral interventions work by addressing a set of determinants

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15
Q

perceived self-efficacy

A

beliefs in one’s capacity to organize and execute the courses of action required to produce given attainment

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16
Q

what does perceived self-efficacy affect

A

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

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17
Q

parts of self-efficacy

A
  1. mastery
  2. vicarious experiences
  3. verbal persuasion
  4. emotional and physiological arousal
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18
Q

mastery

A

somebody trying a skill or behaviour and being successful

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19
Q

vicarious experiences

A

watching other people around you engage in the behaviour

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20
Q

verbal persusaion

A

receiivng commentary from another person providing advience

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21
Q

task efficacy

A

can you do a behaviour?

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22
Q

self-regulatory efficacy

A

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)

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23
Q

health action process approach

A

has a motivational phase and volitional phase

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24
Q

risk perception (HAPA)

A

general perceptions of health risks of a health behaviour

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25
action/task efficacy
confidence in a behaviour/activity
25
out come expecatancies
doing a behavour will create a result (if i do something something will happen)
26
maintenance self efficiacy
self regulator efficacy - barrier self efficacy - confidence over comes barriers
27
intention
motivaiton to change a behaviour
28
what is the motivational phase
where building up goal to the point where the person get the intent to part take in the behavour
29
what is the volitional phase
take action in the behaviour
30
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
31
what do action plans include
- what - when - where - with whom - how
32
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
33
what do coping plans include
- potential barrier - solution to overcome barrier
34
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
35
how do action and coping plans work
- unconscious cueing - conscious processes- self-efficacy
36
what are types of motivation
- intrinsic - extrinsic
37
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
38
extrinsic motivation
doing something because it leads to a separable outcome ie, the behaviour is instrumental
39
amotivation
- lack intention to act
40
example of amotivation
not studying
41
extrinsic motivation theories
external regulation introjected regulation identified regulation integrated regulation
42
intrinsic motivation theory
self-regulation
43
external regulation
- for external reinforcement- getting rewards, avoiding punishment - external causality - controlling
44
introjected regulation
- for internal reinforcement - avoid anxiety, boost self-esteem - external causality - controlling
45
integrated regulation
- behaviours are congruent with personal needs and values, but outcome-directed - internal causality - controlling
46
self-regulation
for enjoyment, pleasure, and fun; no discernable reinforcement - integrated - autonomous
47
examples of external regulation
- studying to avoid teacher being angry
48
examples of introjected regulation
- studying to avoid feeling guilty
49
examples of identified regulation
- studying to develop a new skill
50
integrated regulation
studying because it matches your identity as a student
51
examples of self-regulation
studying because you enjoy the work
52
what is the psychological needs/ within the self-determination theory
- autonomy - competence - relatedness
53
autononmy
desire to be a causal agent; for action to reflect ones self - having choice, choosing what you want
54
competence
- to control outcomes to experience mastery (self-efficacy)
55
relatedness
to interact with, be connected to, and experience caring for others
56
what is the recipe for intervention
- all the theories within self-determination + autonomy competence, and relatedness
57
what is the transtheoretical model
- is a way to understand how people change their behaviour - stages of change
58
parts of the transtheoretical model
- precontemplation - contemplation - preparation - action - maintenance - relapse
59
precontemplation
not thinking about changes, people may not see a problem or may be unaware of the need of change
60
contemplation
aware of the problem and considering change but not ready to take action. they weigh pros and cons
61
preparation
planning to change soon, often within the next month - might start making small changes
62
action
actively making changes in behaviour. This stage involves a lot of effort and commitment
63
maintenance
sustaining the change over time (usually 6 months). goals is prevent relapse
64
relapse
sometimes, people slip into old behaviours
65
what are the pre-action stages
precontemplation contemplation preparation
66
what are the post action stages
action and maintance
67
identified regulation
- idenified the personal value of the behaviour
68
what is social cognitive theory
includes self-efficacy, recepical determinism
69

HLTH 315 (1 decks)

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