African American Mothers’ Decision to Discontinue Breastfeeding and Switch to Formula

2021 ◽  
pp. 019394592110411
Author(s):  
Urmeka T. Jefferson ◽  
Amy E. Reed ◽  
Maureen Rabbitte
Keyword(s):  
African American ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Qualitative Interviews ◽  
Secondary Analysis ◽  
Breastfeeding Duration ◽  
African American Mothers ◽  
Breastfeeding Support ◽  
Active Involvement ◽  
The Social

After initiating breastfeeding, some African American mothers find adjusting to the demands challenging and discontinue breastfeeding. To learn about decisions switching to formula, we conducted a secondary analysis of qualitative interviews with African American mothers ≥ 18 years old. Data were analyzed using thematic analysis guided by the social cognitive theory. We identified four key themes that reflect personal, behavioral, and environmental factors: (1) simplicity of formula, (2) diverse support networks, (3) early breastfeeding is most important, and (4) lack of access to breastfeeding support resources. To increase breastfeeding duration among African American mothers, it is essential for interventions to be comprehensive including various strategies such as education regarding the physical aspects of breastfeeding, exposure to African American breastfeeding mothers, and active involvement of support persons. More research among African American mothers is needed to identify effective opportunities for change in cultural, social, and structural systems that impede successful breastfeeding.

It Takes an E-Village: Supporting African American Mothers in Sustaining Breastfeeding Through Facebook Communities

2019 ◽  
Vol 35 (3) ◽  
pp. 569-582 ◽  
Author(s):  
Ayanna Robinson ◽  
Marsha Davis ◽  
Jori Hall ◽  
Carolyn Lauckner ◽  
Alex Kojo Anderson
Keyword(s):  
African American ◽  
Support Groups ◽  
Child Rearing ◽  
Breastfeeding Duration ◽  
Online Support ◽  
Online Support Groups ◽  
African American Mothers ◽  
Breastfeeding Support ◽  
Cross Sectional ◽  
And Shifts

Background: Lack of breastfeeding support is a common barrier reported by African American mothers, whose breastfeeding rates remain significantly below the national average. Despite mothers’ reported use of social network sites to access support on topics relating to child rearing, few studies have examined their use to exchange breastfeeding support. Research aims: To describe (1) the experiences of African American mothers who participate in breastfeeding support groups on Facebook and (2) the breastfeeding beliefs, practices, and outcomes for this population of mothers. Methods: This was a prospective, cross-sectional qualitative study with an online focus group design. The study was guided by Black Feminist Thought and an integrated model of behavior prediction. Four online focus groups ( N = 22) were conducted using video conferencing during September 2017 with African American mothers who were participating in breastfeeding support groups on Facebook. Results: Thematic analysis was used to develop four themes and two subthemes, including creating a community for Black mothers, online interactions and levels of engagement, advantages of participating in online support groups, critiques of online support groups, empowerment of self and others, and shifts in breastfeeding perceptions and decisions. Among participants in this study, positive imagery of African American breastfeeding mothers and ongoing support from women with shared experiences improved confidence with public breastfeeding and prolonged goals for breastfeeding duration. Conclusion: Receiving peer support within Facebook communities may positively influence breastfeeding norms and confidence in breastfeeding, help mothers to overcome breastfeeding challenges, and ultimately extend intended breastfeeding duration.

Examining Whether the Social Cognitive Theory Concepts Predict Childhood Obesity Prevention Outcome Expectations

2020 ◽  
Vol 41 (2) ◽  
pp. 143-151
Author(s):  
Dayna S. Alexander ◽  
Chunhua Cao ◽  
Moya L. Alfonso
Keyword(s):  
African American ◽  
Childhood Obesity ◽  
Obesity Prevention ◽  
Self Efficacy ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Childhood Obesity Prevention ◽  
The Social

The social cognitive theory (SCT) has been used to explain and promote childhood obesity prevention behaviors. We examined whether the SCT concepts predicted outcome expectations of childhood obesity among the children of African American caregivers. Caregivers ( n  = 128) completed the childhood obesity perceptions paper-based survey. A multiple linear regression was conducted to determine the direct effects of moral disengagement, environment, self-efficacy, and behavioral capability on outcome expectations ( p < .05). A mediation analysis using a bootstrapping bias correction method was used to test whether self-efficacy and behavioral capability mediated the effect of moral disengagement and environment on outcome expectations. Caregivers reported high levels of moral disengagement ( M = 4.13; standard deviation [ SD] = 0.70) and self-efficacy ( M = 4.26; SD = 0.64) and moderate levels of behavioral capability ( M = 2.83; SD = 0.75) and environment ( M = 2.92; SD = 0.74). Findings indicated the hypothesized relationships in the SCT were not fully supported. In addition, the indirect effects of environment on outcome expectations were not statistically significantly mediated by behavioral capability. This research warrants more attention in testing the SCT concepts for the development of childhood obesity prevention efforts that prioritize African American families in rural communities.

scholarly journals Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?

2020 ◽  
Author(s):  
Marion Reindl ◽  
Burkhard Gniewosz ◽  
Markus Dresel
Keyword(s):  
Longitudinal Study ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intrinsic Value ◽  
Same Sex ◽  
Academic Values ◽  
Final Sample ◽  
The Social ◽  
Other Regarding

Abstract Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads and 116 male dyads). Results of actor-partner-interdependence models indicated that friends reinforce each other regarding the intrinsic value and initiate change regarding the emotional cost. Moreover, female and male friendship dyads did not differ in the strength of influence on academic values. Results were discussed in terms of selection and socialization effects regarding friendships.

Applying Behavioral Theories to a Social Marketing Campaign

2007 ◽  
Vol 13 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jami L. Fraze ◽  
Maria Rivera-Trudeau ◽  
Laura McElroy
Keyword(s):  
Diffusion Of Innovation ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Hiv Transmission ◽  
Social Marketing Campaign ◽  
Prevention Messages ◽  
Behavioral Theories ◽  
The Social ◽  
Innovation Model

In 2003, the Centers for Disease Control and Prevention began developing a social marketing campaign, Prevention IS Care, to encourage physicians to routinely screen HIV-infected patients for HIV transmission behaviors and to deliver HIV prevention messages. The planning team selected behavioral theories on the basis of formative research conducted during 2004–2005 and integrated these theories into the social marketing framework. The team decided to use the diffusion of innovation model and social cognitive theory. They selected as their target audience primary care and infectious disease physicians in private practice who deliver care to 50 or more persons living with HIV (PLWH). The social marketing framework, the diffusion of innovation model, and the social cognitive theory facilitated the development of this audience-centered campaign and provided elements that may encourage physicians to adopt the innovation: routine screening of HIV-infected patients for HIV transmission behaviors and delivery of HIV prevention messages during office visits.

scholarly journals Determinants of the Attitude of Vocational High School Students in Using Computers in Jeneponto Regency

2021 ◽  
Vol 58 (1) ◽  
pp. 419-427
Author(s):  
Grace T. Pontoh Et al.
Keyword(s):  
High School Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Survey Method ◽  
Vocational High School ◽  
School Students ◽  
Statistical Software ◽  
Positive Attitudes ◽  
The Social ◽  
Technological Developments

The purpose of this study was to analyze the attitudes of students towards the use of computers as one of the subjects in school. This research used a survey method with data collection techniques by questionnaires with a sample of 210 students and data analyzed using AMOS statistical software. The results indicate: (1) CSE had an influence on attitudes through PEOU; (2) CA has an influence on attitudes through PEOU; (3) PE has an influence on attitudes through PEOU; and (4) PEOU has an influence on attitudes in using computers. This research contributes to the progress of science and technology with TAM and the Social Cognitive Theory which theoretically can provide evidence and support for the advancement of research in the scope of behavioral accounting. Also teachers can form positive attitudes of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.

Can Undergraduate Students Help Change Older Adults’ Confidence for Making Nutrition-Related Decisions in a 45-Minute Nutrition Workshop?

2021 ◽  
pp. 1-4
Author(s):  
Rakhshan Kamran ◽  
Giulia Coletta ◽  
Janet M. Pritchard
Keyword(s):  
Older Adults ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Community Members ◽  
Age Related ◽  
Dietary Choices ◽  
The Social ◽  
The Impact

Purpose: The Social Cognitive Theory (SCT) suggests health behaviour can be modified by enhancing knowledge of health benefits and outcome expectations of changing behaviour, improving self-efficacy (confidence), and developing goals to overcome barriers to behaviour change. This study aimed to determine the impact of student-led nutrition workshops on participants’ confidence related to SCT constructs for making dietary choices that align with evidence-based nutrition recommendations. Methods: Level-4 Science students developed and delivered 9 workshops on nutrition recommendations for the prevention and management of age-related diseases. Participants attending the workshops completed pre- and post-surveys to assess SCT constructs. For each SCT construct, participants rated their confidence on a 10-point Likert scale. The number (%) of participants who rated their confidence as ≥8/10 on the pre- and post-surveys were compared using the χ2 test. Results: Sixty-three community members (60% female, mean ± SD age 71 ± 7 years) attended the workshops. The number of participants rating confidence as ≥8/10 for each SCT construct increased after the workshops (P < 0.05). Conclusion: Undergraduate students can positively influence community members’ confidence for making nutrition-related decisions. Involving students in interventions where SCT-structured workshops are used may help conserve health care resources and reach older adults who may not have access to dietitian services.

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