Changing Health Behaviour Exam

Question 1 of 24

1

Which 3 of the following are methods we learned to influence attitude?

Select one or more of the following:

Gain frame vs loss frame arguments
Cognitive vs affective arguments
Moderators: argument quality and involvement
Presentation of risk information
Narrative techniques
Fear appeals
Enactive mastery
Modelling/vicarious experience
Social support
Action planning

Explanation

Question 2 of 24

1

Which 3 of the following are methods we learned to influence risk perception?

Select one or more of the following:

Presentation of risk information
Narrative techniques
Fear appeals
Gain frame vs loss frame arguments
Cognitive vs affective arguments
Moderators: argument quality and involvement
Enactive mastery
Modelling/vicarious experience
Social support
Action planning

Explanation

Question 3 of 24

1

Which 3 of the following are methods we learned to influence social influence and self-efficacy?

Select one or more of the following:

Enactive mastery
Modelling/vicarious experience
Social support
Presentation of risk information
Narrative techniques
Fear appeals
Gain frame vs loss frame arguments
Cognitive vs affective arguments
Moderators: argument quality and involvement
Coping planning

Explanation

Question 4 of 24

1

Which 3 of the following are methods we learned to influence bad habits and the intention-behaviour gap?

Select one or more of the following:

Action planning
Coping Planning
Retraining
Enactive mastery
Modelling/vicarious experience
Social support
Presentation of risk information
Narrative techniques
Fear appeals
Cognitive vs affective arguments

Explanation

Question 5 of 24

1

Fill the blank spaces to complete the text.

From which 2 theories is enactive mastery derived? Se theory and
Sy theory

Explanation

Question 6 of 24

1

Select from the dropdown lists to complete the text.

Central elements of enactive mastery
1. Enactive mastery is a method that can be described as ‘( learning by doing, figuring something out, copying another person )’. 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 ( efficacy, power, confidence ). 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.

Explanation

Question 7 of 24

1

Central elements of enactive mastery
2. Pre-existing ❌ (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 ❌ to challenge these beliefs. If someone has ❌ the behaviour, it is more difficult to challenge existing beliefs about self-efficacy.

Drag and drop to complete the text.

self-knowledge

skills

information

difficult

straightforward

easy

experience with

read about

had friends

Explanation

Question 8 of 24

1

Central elements enactive mastery
Repeated failure will ----------- SE.

Select one or more of the following:

boost
damage

Explanation

Question 9 of 24

1

Select from the dropdown lists to complete the text.

Central elements - enactive mastery
Task ( difficulty, enjoyment, interest )
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 ( no effect, a big impact ) 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 ( NOT BE TOO EASY, BE INTERESTING, REQUIRE NO REAL EFFORT ) BUT SHOULD BE A BIT CHALLENGING.

Explanation

Question 10 of 24

1

Select from the dropdown lists to complete the text.

Selecting enactive mastery over alternative methods
Enactive mastery is more influential because it produces stronger and more generalized ( efficacy, behavioural, positive ) beliefs than only using the method ( vicarious, observational, imaginative ) 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). (( Bandura, Jones, Swinburn ) 1997)

Explanation

Question 11 of 24

1

Enactive mastery is not relevant for this target group because they are incapable of self-appraisal

Select one of the following:

very young children
addicts
adolescents

Explanation

Question 12 of 24

1

Enactive mastery - which of the following are parameters for use?

Select one or more of the following:

Non 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).
ACTIVE LEARNING PROCESS - people process the information they gain - “I can do it, it wasn’t that hard.” They appraise their specific behaviour.
one 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."
individual needs to be committed to the goal. "I really want to make this change."
High risk situations require practice of coping response. Helping people to plan what they will do when things get really difficult.

Explanation

Question 13 of 24

1

Choose 3 factors which contribute to self-efficacy formation through enactive mastery

Select one or more of the following:

effort
task difficulty
natural setting
relaxed atmosphere
charismatic role models
financial rewards
very positive feedback from peers

Explanation

Question 14 of 24

1

Select from the dropdown lists to complete the text.

Enactive 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 ( break it down into smaller elements, push participants as much as possible, make noticeable progress very fast, remind participants of their faults )
Using graded tasks = small steps, getting gradually more difficult - helps people ( avoid failure, enjoy the experience, improve their attitude ) and helps people ( learn as they go along, quickly become experts, show others how to do the behaviour ).

Explanation

Question 15 of 24

1

Interventions should aim to demand an intermediate level of effort expenditure when using enactive mastery. Why?

Select one or more of the following:

Because if it takes people little effort to achieve a difficult task, it will boost their self-efficacy.
Because if it takes people a lot of effort to achieve an easy task, it will lower their self-efficacy.
Because if people have to make an intermediate level of effort, the lazy participants will work harder to keep up with the others.

Explanation

Question 16 of 24

1

Select from the dropdown lists to complete the text.

( Enactive mastery, Vicarious learning, Coping planning ) 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 ( comparable, enjoyable, really difficult ) behaviours.

Explanation

Question 17 of 24

1

Central elements of enactive mastery
CONTEXT - In ❌ conditions, successes will help boost SE - failure will ❌ 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.

Drag and drop to complete the text.

adverse

easy

familiar

not reduce

increase

Explanation

Question 18 of 24

1

Central elements of enactive mastery
CONTEXT - ❌ success has more influence on ❌ 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 ❌.

Drag and drop to complete the text.

Self-achieved

Vicarious

Extraordinary

efficacy

social

health

themselves

their peers

health promoters

Explanation

Question 19 of 24

1

According to the Social Cognitive Theory (from Bandura), we are not just influenced by our circumstances, but we contribute to them.

Select one or more of the following:

Self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances.
Self-efficacy is a feeling that someone will inevitably succeed.
Self-efficacy is making a greater effort and sacrifice than other participants.
Self-efficacy is effectiveness to perform a task based on skills and experience.

Explanation

Question 20 of 24

1

According to the ❌, if I believe I can do something, then I am more motivated to do it, and I am more ❌ to do it, so self-efficacy functions as a self-fulfilling prophecy. Self-efficacy has influence over people's ability to ❌, their motivation and their ❌, as people will often attempt to learn and perform only those tasks for which they believe they will be successful.

Drag and drop to complete the text.

Self-Efficacy Theory

Theory of Planned Behaviour

I-Change Model

likely

able

satisfied

learn

self-appraise

give feedback

performance

enjoyment

social network

Explanation

Question 21 of 24

1

Which 2 of the following are the main determinants of the intention to perform a behaviour?

Select one or more of the following:

self-efficacy
outcome expectation
subjective norm
attitude
threat appraisal

Explanation

Question 22 of 24

1

Select from the dropdown lists to complete the text.

Enactive Mastery
Success can result in more ( perseverance, disinterest, laziness ) in trying to accomplish the task – ( failure, too much success, competition ) can undermine this.

Explanation

Question 23 of 24

1

Select from the dropdown list to complete the text.

Enactive mastery -
Mastery expectations can transfer from one behaviour/task to another and result in ( more generalized, weaker, contradictory ) self-efficacy beliefs.

Explanation

Question 24 of 24

1

Central elements of enactive mastery
3. ❌ help in building self-efficacy, through cognitive processes and ❌.
Not ‘objective’ success, but ❌ 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 ❌.

Drag and drop to complete the text.

Successes

Competitors

Failures

Models

appraisal

rewards

stronger social network

perception

presentation

appreciation

OVERCOME SELF-PERCEPTION

REDUCE PERSONAL BIAS

INTERPRET BEHAVIOURAL INFORMATION

	Created by A T about 9 years ago

Changing Health Behaviour Exam - Enactive Mastery Test

Changing Health Behaviour Exam - Enactive Mastery Test

Question 1 of 24

Which 3 of the following are methods we learned to influence attitude?

Select one or more of the following:

Explanation

Question 2 of 24

Which 3 of the following are methods we learned to influence risk perception?

Select one or more of the following:

Explanation

Question 3 of 24

Which 3 of the following are methods we learned to influence social influence and self-efficacy?

Select one or more of the following:

Explanation

Question 4 of 24

Which 3 of the following are methods we learned to influence bad habits and the intention-behaviour gap?

Select one or more of the following:

Explanation

Question 5 of 24

Fill the blank spaces to complete the text.

From which 2 theories is enactive mastery derived? Se theory and Sy theory

Explanation

Question 6 of 24

Select from the dropdown lists to complete the text.

Explanation

Question 7 of 24

Drag and drop to complete the text.

Explanation

Question 8 of 24

Central elements enactive mastery Repeated failure will ----------- SE.

Select one or more of the following:

Explanation

Question 9 of 24

Select from the dropdown lists to complete the text.

Explanation

Question 10 of 24

Select from the dropdown lists to complete the text.

Explanation

Question 11 of 24

Enactive mastery is not relevant for this target group because they are incapable of self-appraisal

Select one of the following:

Explanation

Question 12 of 24

Enactive mastery - which of the following are parameters for use?

Select one or more of the following:

Explanation

Question 13 of 24

Choose 3 factors which contribute to self-efficacy formation through enactive mastery

Select one or more of the following:

Explanation

Question 14 of 24

Select from the dropdown lists to complete the text.

Explanation

Question 15 of 24

Interventions should aim to demand an intermediate level of effort expenditure when using enactive mastery. Why?

Select one or more of the following:

Explanation

Question 16 of 24

Select from the dropdown lists to complete the text.

Explanation

Question 17 of 24

Drag and drop to complete the text.

Explanation

Question 18 of 24

Drag and drop to complete the text.

Explanation

Question 19 of 24

According to the Social Cognitive Theory (from Bandura), we are not just influenced by our circumstances, but we contribute to them.

Select one or more of the following:

Explanation

Question 20 of 24

Drag and drop to complete the text.

Explanation

Question 21 of 24

Which 2 of the following are the main determinants of the intention to perform a behaviour?

Select one or more of the following:

Explanation

Question 22 of 24

Select from the dropdown lists to complete the text.

From which 2 theories is enactive mastery derived? Se theory and
Sy theory

Central elements enactive mastery
Repeated failure will ----------- SE.

Enactive Mastery
Success can result in more ( perseverance, disinterest, laziness ) in trying to accomplish the task – ( failure, too much success, competition ) can undermine this.

Enactive mastery -
Mastery expectations can transfer from one behaviour/task to another and result in ( more generalized, weaker, contradictory ) self-efficacy beliefs.