Question 1
Question
Which 3 of the following are methods we learned to influence attitude?
Answer
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Gain frame vs loss frame arguments
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Cognitive vs affective arguments
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Moderators: argument quality and involvement
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Presentation of risk information
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Narrative techniques
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Fear appeals
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Enactive mastery
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Modelling/vicarious experience
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Social support
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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
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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
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Retraining
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Enactive mastery
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Modelling/vicarious experience
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Social support
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Presentation of risk information
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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
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learning by doing
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figuring something out
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copying another person
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efficacy
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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. 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.
Answer
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self-knowledge
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skills
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information
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difficult
-
straightforward
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easy
-
experience with
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read about
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had friends
Question 8
Question
Central elements enactive mastery
Repeated failure will ----------- SE.
Question 9
Question
Central 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.
Answer
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difficulty
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enjoyment
-
interest
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no effect
-
a big impact
-
NOT BE TOO EASY
-
BE INTERESTING
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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
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behavioural
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positive
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vicarious
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observational
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imaginative
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Bandura
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Jones
-
Swinburn
Question 11
Question
Enactive mastery is not relevant for this target group because they are incapable of self-appraisal
Answer
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very young children
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addicts
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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."
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individual needs to be committed to the goal. "I really want to make this change."
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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
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
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remind participants of their faults
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avoid failure
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enjoy the experience
-
improve their attitude
-
learn as they go along
-
quickly become experts
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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.
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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
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Coping planning
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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
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adverse
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easy
-
familiar
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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.
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Self-efficacy is a feeling that someone will inevitably succeed.
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Self-efficacy is making a greater effort and sacrifice than other participants.
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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.
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
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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. 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].