Social Cognitive Theory in an After-School Nutrition Intervention for Urban Native American Youth

2004 ◽  
Vol 36 (6) ◽  
pp. 298-304 ◽  
Author(s):  
Kimberly Rinderknecht ◽  
Chery Smith
Keyword(s):  
Native American ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Nutrition ◽  
Nutrition Intervention ◽  
After School ◽  
Native American Youth

scholarly journals evaluation of a theory based childhood overweight prevention curriculum

2009 ◽  
Vol 7 (SI) ◽  
pp. 33-38 ◽  
Author(s):  
Paul Branscum ◽  
Gail Kaye
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Childhood Overweight ◽  
After School Programs ◽  
Outcome Expectancies ◽  
Nutrition Intervention ◽  
Dietary Behaviors ◽  
After School ◽  
Prevention Curriculum ◽  
Before And After

Food Fit, a social cognitive theory based (SCT) nutrition intervention, was implemented to 3rd-5th grade student’s at 5 YMCA after-school programs to impact specific dietary behaviors associated with the prevention of childhood overweight (n = 58). Pre and post tests were administered for each lesson to evaluate changes in behavioral capabilities (BC), self efficacy (SE), and outcome expectancies (OE) for each lesson's key objectives. A child-modified Food Behavior Checklist was administered before and after the program to evaluate dietary behaviors. Results showed significant improvements for SCT psychosocial variables (i.e. outcome expectancies for eating raw vegetables (p

Impact of After School Programming on Physical Activity Among Adolescents With Visual Impairments

2013 ◽  
Vol 30 (2) ◽  
pp. 127-146 ◽  
Author(s):  
Carlos M. Cervantes ◽  
David L. Porretta
Keyword(s):  
Physical Activity ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Visual Impairments ◽  
After School ◽  
Single Subject ◽  
The Impact

The purpose of this study was to examine the impact of an after school physical activity intervention on adolescents with visual impairments within the context of Social Cognitive Theory. Four adolescents with visual impairments (1 female, 3 males) between 14 and 19 years of age from a residential school for the blind served as participants. We used a range-bound changing criterion single-subject design. Physical activity was measured using ActiGraph accelerometers. Questionnaires were used to obtain information on selected social cognitive theory constructs. Results show that the intervention exerted functional control over the target behaviors (e.g., leisure-time physical activity) during intervention phases. Similarly, changes in scores for selected social cognitive constructs, in particular for outcome expectancy value, suggest a positive relationship between those constructs and physical activity behavior. No maintenance effects were observed.

Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants

2014 ◽  
Vol 33 (1) ◽  
pp. 112-133 ◽  
Author(s):  
Alex C. Garn ◽  
Nate McCaughtry ◽  
Noel L. Kulik ◽  
Michele Kaseta ◽  
Kim Maljak ◽  
...  
Keyword(s):  
Physical Activity ◽  
High Schools ◽  
Social Cognitive Theory ◽  
Administrative Support ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Physical Activities ◽  
After School ◽  
Field Observations ◽  
Structural Barriers

Grounded in social cognitive theory, the purpose of this study was to examine leaders’ and students’ perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n = 278) and adult leaders (n = 126). Results highlighted interconnections among personal and environmental facilitators such as enthusiastic and caring leaders, multidimensional recruiting strategies, supportive and friendly club climates, and culturally relevant physical activities. Structural barriers such as a lack of administrative support, student hunger, and inadequate transportation options were also identified by leaders and students. While previous after-school physical activity club research has focused primarily on measuring physical activity increases, these students and leaders voiced valuable perspectives that contribute to understand why some initiatives fail and others succeed from a social cognitive theory perspective.

scholarly journals Impacting Dietary Behaviors of Children from Low Income Communities

2013 ◽  
Vol 11 (2) ◽  
pp. 43-52 ◽  
Author(s):  
Paul Branscum ◽  
Gail Kaye ◽  
Julie Warner
Keyword(s):  
Social Cognitive Theory ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Normal Weight ◽  
Nutrition Intervention ◽  
Dietary Behaviors ◽  
Middle Income ◽  
Knowledge And Skills ◽  
Before And After

The purpose of this study was to evaluate an expanded version of the Food Fit program, a Social Cognitive Theory based (SCT) nutrition intervention, among children in a low-income community. Eighty-five children ages 8 to 13 (mean=9.15 years; SD=1.05) were enrolled in this study. Impact and outcome measures included BMI percentile and dietary behaviors, which were evaluated before and after the program, and after a three-month follow up period. In addition, constructs of social cognitive theory, including behavioral capabilities (BC), self efficacy (SE), and outcome expectancies (OE), were evaluated before and after each lesson. Results indicated statistically significant improvements for BC’s in 11 of the 14 lessons (p=0.001), but changes in SE’s and OE’s did not reach levels of significance. There was also a significant improvement in overall dietary behaviors (p=0.036), and an increase in BMI percentile for normal weight children only (p=0.001). Compared with the previous implementation of Food Fit with children from middle-income families, this group had a similar level of changes for knowledge and skills, but fewer self-reported changes in confidence and desire to use the knowledge and skills discussed during the program. Reasons for these differences necessitate further investigation.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

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