Quiz
Changing Health Behaviour Exam - Enactive Mastery Test
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Perguntas do quiz (24)
1Which 3 of the following are methods we learned to influence attitude?
- AGain frame vs loss frame arguments
- BCognitive vs affective arguments
- CModerators: argument quality and involvement
- DPresentation of risk information
- ENarrative techniques
- FFear appeals
- GEnactive mastery
- HModelling/vicarious experience
- ISocial support
- JAction planning
2Which 3 of the following are methods we learned to influence risk perception?
- APresentation of risk information
- BNarrative techniques
- CFear appeals
- DGain frame vs loss frame arguments
- ECognitive vs affective arguments
- FModerators: argument quality and involvement
- GEnactive mastery
- HModelling/vicarious experience
- ISocial support
- JAction planning
3Which 3 of the following are methods we learned to influence social influence and self-efficacy?
- AEnactive mastery
- BModelling/vicarious experience
- CSocial support
- DPresentation of risk information
- ENarrative techniques
- FFear appeals
- GGain frame vs loss frame arguments
- HCognitive vs affective arguments
- IModerators: argument quality and involvement
- JCoping planning
4Which 3 of the following are methods we learned to influence bad habits and the intention-behaviour gap?
- AAction planning
- BCoping Planning
- CRetraining
- DEnactive mastery
- EModelling/vicarious experience
- FSocial support
- GPresentation of risk information
- HNarrative techniques
- IFear appeals
- JCognitive vs affective arguments
5From which 2 theories is enactive mastery derived? S[blank_start]ocial cognitiv[blank_end]e theory and
S[blank_start]elf-efficac[blank_end]y theory- Aocial cognitiv
- Belf-efficac
6Central elements of enactive mastery
1. Enactive mastery is a method that can be described as ‘[blank_start]learning by doing[blank_end]’. When a person learns to ‘master’ a certain task by performing it and achieve success. When a person succeeds, the person build a belief in their own [blank_start]efficacy[blank_end]. Failure can do the opposite and can undermine it. (Bandura, 1997) Example: When you were little you were learned how to tie your shoes, by doing it. After you ‘master’ this task, you believe that you can tie your shoes yourself.- Alearning by doing
- Bfiguring something out
- Ccopying another person
- Defficacy
- Epower
- Fconfidence
7Central elements of enactive mastery
2. Pre-existing [blank_start]self-knowledge[blank_end] (ideas people have about themselves) - can bias processing of SE information. If someone has pre-existing beliefs about their own self-efficacy or capability, it’s [blank_start]difficult[blank_end] to challenge these beliefs. If someone has [blank_start]experience with[blank_end] the behaviour, it is more difficult to challenge existing beliefs about self-efficacy.- Aself-knowledge
- Bskills
- Cinformation
- Ddifficult
- Estraightforward
- Feasy
- Gexperience with
- Hread about
- Ihad friends
8Central elements enactive mastery
Repeated failure will ----------- SE.- Aboost
- Bdamage
9Central elements - enactive mastery
Task [blank_start]difficulty[blank_end]
Easy tasks: if too easy, people think they can do anything, but then they can’t handle it when something turns out to be challenging - they don’t know how to manage that - so easy tasks have [blank_start]no effect[blank_end] on self-efficacy beliefs.
Difficult tasks: will affect self-efficacy beliefs, if you fail sometimes in difficult situations, you learn even more from it.
FOR INTERVENTIONS TASK SHOULD [blank_start]NOT BE TOO EASY,[blank_end] BUT SHOULD BE A BIT CHALLENGING.- Adifficulty
- Benjoyment
- Cinterest
- Dno effect
- Ea big impact
- FNOT BE TOO EASY
- GBE INTERESTING
- HREQUIRE NO REAL EFFORT
10Selecting enactive mastery over alternative methods
Enactive mastery is more influential because it produces stronger and more generalized [blank_start]efficacy[blank_end] beliefs than only using the method [blank_start]vicarious[blank_end] experiences (experience by watching, hearing or reading someone else doing a task/behaviour), cognitive simulations ( or verbal instruction (getting instruction by a tutorial for instance). ([blank_start]Bandura[blank_end] 1997)- Aefficacy
- Bbehavioural
- Cpositive
- Dvicarious
- Eobservational
- Fimaginative
- GBandura
- HJones
- ISwinburn
11Enactive mastery is not relevant for this target group because they are incapable of self-appraisal
- Avery young children
- Baddicts
- Cadolescents
12Enactive mastery - which of the following are parameters for use?
- ANon simulated situation - the person feels that what they achieved was a success, and they really did it themselves (i.e. they weren’t just told about the experience).
- BACTIVE LEARNING PROCESS - people process the information they gain - “I can do it, it wasn’t that hard.” They appraise their specific behaviour.
- Cone who wishes to persuade must appear credible, trustworthy, confident and non-threatening. "I believe the other people I have seen doing this behaviour are just like me, so I can do it too."
- Dindividual needs to be committed to the goal. "I really want to make this change."
- EHigh risk situations require practice of coping response. Helping people to plan what they will do when things get really difficult.
13Choose 3 factors which contribute to self-efficacy formation through enactive mastery
- Aeffort
- Btask difficulty
- Cnatural setting
- Drelaxed atmosphere
- Echarismatic role models
- Ffinancial rewards
- Gvery positive feedback from peers
14Enactive mastery
Mastering a task which is far from where the target group is right now is really challenging - a complex set of behaviours that make up the target behaviour. Important to [blank_start]break it down into smaller elements.[blank_end]
Using graded tasks = small steps, getting gradually more difficult - helps people [blank_start]avoid failure[blank_end] and helps people [blank_start]learn as they go along[blank_end].- Abreak it down into smaller elements
- Bpush participants as much as possible
- Cmake noticeable progress very fast
- Dremind participants of their faults
- Eavoid failure
- Fenjoy the experience
- Gimprove their attitude
- Hlearn as they go along
- Iquickly become experts
- Jshow others how to do the behaviour
15Interventions should aim to demand an intermediate level of effort expenditure when using enactive mastery. Why?
- ABecause if it takes people little effort to achieve a difficult task, it will boost their self-efficacy.
- BBecause if it takes people a lot of effort to achieve an easy task, it will lower their self-efficacy.
- CBecause if people have to make an intermediate level of effort, the lazy participants will work harder to keep up with the others.
16[blank_start]Enactive mastery[blank_end] is a source of self-efficacy (learning by doing it yourself).
You get experience of successes in performing a specific behaviour - see that you’re capable of doing it.
Having experience of performing a behaviour tells you how well you’re doing, and then you think you can do similar other tasks - can be translated to other [blank_start]comparable[blank_end] behaviours.- AEnactive mastery
- BVicarious learning
- CCoping planning
- Dcomparable
- Eenjoyable
- Freally difficult
17Central elements of enactive mastery
CONTEXT - In [blank_start]adverse[blank_end] conditions, successes will help boost SE - failure will [blank_start]not reduce[blank_end] SE. e.g. I still trained for the 10km even though I was really busy and stressed - I still did it!! But if I failed, I will blame the stressful situation - so I won’t feel like I failed.- Aadverse
- Beasy
- Cfamiliar
- Dnot reduce
- Eincrease
18Central elements of enactive mastery
CONTEXT - [blank_start]Self-achieved[blank_end] success has more influence on [blank_start]efficacy[blank_end] beliefs than success achieved with help - IF PEOPLE CAN SEE, ‘HEY, I DID IT’ that’s more effective than saying, ‘WELL, I COULD ONLY DO THAT BECAUSE SOMEONE HELPED ME’. People should attribute success to [blank_start]themselves[blank_end].- ASelf-achieved
- BVicarious
- CExtraordinary
- Defficacy
- Esocial
- Fhealth
- Gthemselves
- Htheir peers
- Ihealth promoters
19According to the Social Cognitive Theory (from Bandura), we are not just influenced by our circumstances, but we contribute to them.
- ASelf-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances.
- BSelf-efficacy is a feeling that someone will inevitably succeed.
- CSelf-efficacy is making a greater effort and sacrifice than other participants.
- DSelf-efficacy is effectiveness to perform a task based on skills and experience.
20According to the [blank_start]Self-Efficacy Theory[blank_end], if I believe I can do something, then I am more motivated to do it, and I am more [blank_start]likely[blank_end] to do it, so self-efficacy functions as a self-fulfilling prophecy. Self-efficacy has influence over people's ability to [blank_start]learn[blank_end], their motivation and their [blank_start]performance[blank_end], as people will often attempt to learn and perform only those tasks for which they believe they will be successful.
- ASelf-Efficacy Theory
- BTheory of Planned Behaviour
- CI-Change Model
- Dlikely
- Eable
- Fsatisfied
- Glearn
- Hself-appraise
- Igive feedback
- Jperformance
- Kenjoyment
- Lsocial network
21Which 2 of the following are the main determinants of the intention to perform a behaviour?
- Aself-efficacy
- Boutcome expectation
- Csubjective norm
- Dattitude
- Ethreat appraisal
22Enactive Mastery
Success can result in more [blank_start]perseverance[blank_end] in trying to accomplish the task – [blank_start]failure[blank_end] can undermine this.- Aperseverance
- Bdisinterest
- Claziness
- Dfailure
- Etoo much success
- Fcompetition
23Enactive mastery -
Mastery expectations can transfer from one behaviour/task to another and result in [blank_start]more generalized[blank_end] self-efficacy beliefs.- Amore generalized
- Bweaker
- Ccontradictory
24Central elements of enactive mastery
3. [blank_start]Successes[blank_end] help in building self-efficacy, through cognitive processes and [blank_start]appraisal[blank_end].
Not ‘objective’ success, but [blank_start]perception[blank_end] of success is important. biases in your own personal appraisal, based on previous experience - if I think, “Oh, I tried that so many times, but I don’t think I can do it,” negative self-perception - I interpret all information about this behaviour through this self-perception. VERY DIFFICULT TO [blank_start]OVERCOME SELF-PERCEPTION[blank_end].- ASuccesses
- BCompetitors
- CFailures
- DModels
- Eappraisal
- Frewards
- Gstronger social network
- Hperception
- Ipresentation
- Jappreciation
- KOVERCOME SELF-PERCEPTION
- LREDUCE PERSONAL BIAS
- MINTERPRET BEHAVIOURAL INFORMATION
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- changing health behaviour exam
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