Changing Health Behaviour Exam - Enactive Mastery Test

Description

changing health behaviour exam
A T
Quiz by A T, updated more than 1 year ago
A T
Created by A T about 9 years ago
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0

Resource summary

Question 1

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

Question 2

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

Question 3

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

Question 4

Question
Which 3 of the following are methods we learned to influence bad habits and the intention-behaviour gap?
Answer
  • Action planning
  • Coping Planning
  • Retraining
  • Enactive mastery
  • Modelling/vicarious experience
  • Social support
  • Presentation of risk information
  • Narrative techniques
  • Fear appeals
  • Cognitive vs affective arguments

Question 5

Question
From 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
Answer
  • ocial cognitiv
  • elf-efficac

Question 6

Question
Central 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.
Answer
  • learning by doing
  • figuring something out
  • copying another person
  • efficacy
  • power
  • confidence

Question 7

Question
Central elements of enactive mastery 2. Pre-existing [blank_start]self-knowledge[blank_end] (ideas people have about themselves) - can bias processing of SE information. ƒ If someone has pre-existing beliefs about their own self-efficacy or capability, it’s [blank_start]difficult[blank_end] to challenge these beliefs. ƒ If someone has [blank_start]experience with[blank_end] the behaviour, it is more difficult to challenge existing beliefs about self-efficacy.
Answer
  • self-knowledge
  • skills
  • information
  • difficult
  • straightforward
  • easy
  • experience with
  • read about
  • had friends

Question 8

Question
Central elements enactive mastery Repeated failure will ----------- SE.
Answer
  • boost
  • damage

Question 9

Question
Central elements - enactive mastery Task [blank_start]difficulty[blank_end] ƒ 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. ƒ 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.
Answer
  • difficulty
  • enjoyment
  • interest
  • no effect
  • a big impact
  • NOT BE TOO EASY
  • BE INTERESTING
  • REQUIRE NO REAL EFFORT

Question 10

Question
Selecting 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)
Answer
  • efficacy
  • behavioural
  • positive
  • vicarious
  • observational
  • imaginative
  • Bandura
  • Jones
  • Swinburn

Question 11

Question
Enactive mastery is not relevant for this target group because they are incapable of self-appraisal
Answer
  • very young children
  • addicts
  • adolescents

Question 12

Question
Enactive mastery - which of the following are parameters for use?
Answer
  • 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.

Question 13

Question
Choose 3 factors which contribute to self-efficacy formation through enactive mastery
Answer
  • effort
  • task difficulty
  • natural setting
  • relaxed atmosphere
  • charismatic role models
  • financial rewards
  • very positive feedback from peers

Question 14

Question
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 [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].
Answer
  • break it down into smaller elements
  • push participants as much as possible
  • make noticeable progress very fast
  • remind participants of their faults
  • avoid failure
  • enjoy the experience
  • improve their attitude
  • learn as they go along
  • quickly become experts
  • show others how to do the behaviour

Question 15

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

Question 16

Question
[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.
Answer
  • Enactive mastery
  • Vicarious learning
  • Coping planning
  • comparable
  • enjoyable
  • really difficult

Question 17

Question
Central 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.
Answer
  • adverse
  • easy
  • familiar
  • not reduce
  • increase

Question 18

Question
Central 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].
Answer
  • Self-achieved
  • Vicarious
  • Extraordinary
  • efficacy
  • social
  • health
  • themselves
  • their peers
  • health promoters

Question 19

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

Question 20

Question
According 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.
Answer
  • Self-Efficacy Theory
  • Theory of Planned Behaviour
  • I-Change Model
  • likely
  • able
  • satisfied
  • learn
  • self-appraise
  • give feedback
  • performance
  • enjoyment
  • social network

Question 21

Question
Which 2 of the following are the main determinants of the intention to perform a behaviour?
Answer
  • self-efficacy
  • outcome expectation
  • subjective norm
  • attitude
  • threat appraisal

Question 22

Question
Enactive 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.
Answer
  • perseverance
  • disinterest
  • laziness
  • failure
  • too much success
  • competition

Question 23

Question
Enactive mastery - Mastery expectations can transfer from one behaviour/task to another and result in [blank_start]more generalized[blank_end] self-efficacy beliefs.
Answer
  • more generalized
  • weaker
  • contradictory

Question 24

Question
Central 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.ƒ 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].
Answer
  • Successes
  • Competitors
  • Failures
  • Models
  • appraisal
  • rewards
  • stronger social network
  • perception
  • presentation
  • appreciation
  • OVERCOME SELF-PERCEPTION
  • REDUCE PERSONAL BIAS
  • INTERPRET BEHAVIOURAL INFORMATION
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