scholarly journals Can Social Cognitive Theory Influence Breakfast Frequency in an Institutional Context: A Qualitative Study

2021 ◽  
Vol 18 (21) ◽  
pp. 11270
Author(s):  
Jessica A Harris ◽  
Julia Carins ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Food Systems ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Environmental Influences ◽  
Food Services ◽  
Structured Interviews ◽  
Breakfast Consumption ◽  
Institutional Settings ◽  
Physical Barriers

Breakfast is considered an important meal, especially for people who are about to commence a long or demanding workday, and for roles that may involve physical tasks and a requirement to remain alert and vigilant in potentially high-risk situations. This study looks at breakfast consumption influences within two workplace institutional settings, namely military and mining. Semi-structured interviews were conducted with military personnel (n = 12) and mining employees (n = 12) to understand their breakfast consumption behaviour at work and at home, and the associated behavioural influences. The interview questions were framed by social cognitive theory. Overall, cognitive and environmental influences were the most prominent influences on breakfast consumption, less evident were behavioural influences. A negative stereotype of workplace institutional food services emerged as one of the most significant barriers to breakfast consumption for those already at work. Considerations of environmental influences on behaviour may need to be broadened beyond physical barriers and social influences, to include perceptions of the behavioural environment. Programs that aim to increase breakfast consumption must create areas where their employees want to go. Food systems need to ensure nutritious, quality, and appealing food is available. Interventions need to increase participants’ knowledge, improve their attitudes, and create positive expectations for breakfast.

scholarly journals The Effectiveness of Social Cognitive Theory-based Educational Intervention on School Children’s Breakfast Consumption

2019 ◽  
pp. 1-11
Author(s):  
Amin Mirzaei ◽  
Fazlollah Ghofranipour ◽  
Zeinab Ghazanfari
Keyword(s):  
Social Cognitive Theory ◽  
Educational Intervention ◽  
Eating Behaviors ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Breakfast Consumption ◽  
Breakfast Eating

Introduction: Breakfast consumption has a lot of beneficial effects on nutritional status and cognitive activities of school-aged children's. This study aimed to examine the efficacy of social cognitive theory–based education on schoolchildren breakfast eating behaviors. Methods: Two schools with similar socio-demographic characteristics were selected from 20 public primary schools of Ilam city (west of Iran) and randomly assigned as intervention or control school. Fifty school children from 3rd, 4th and 5th grades of each school participated in this study. Educational intervention was performed during 6-weeks and was focused on enhancing the self-efficacy, social support and self-regulation mediators to promote the school children’s breakfast consumption. Data were collected at baseline and 8-weeks after intervention using a 57-item questionnaire and a breakfast food diary and analyzed using Nutritionist IV food processor software and IBM SPSS statistics data editor. Results: The findings showed that mean scores of all Social Cognitive Theory (SCT) constructs as well as breakfast eating behaviors in intervention group significantly increased at 8-weeks after intervention (p < 0.05). Also, there was a significant increase in mean score of knowledge in control group at 8 weeks follow-up (p < 0.05). Moreover, the results showed that mean scores of energy and all measured macro and micronutrients intakes significantly increased at follow-up in intervention group (p < 0.05). Also, there were significant increases in mean scores of energy, zinc, calcium and vitamin D intakes in control group at 8-weeks follow-up (p < 0.05).   Conclusions: The findings of the present study showed that social cognitive theory is an effective framework to planning and implementation of the educational intervention to promotion of male school children’s breakfast consumption.

scholarly journals The Effect of Education on Increase Breakfast Consumption Among Female Students Based on Social Cognitive Theory (SCT)

Health Scope ◽  
2018 ◽  
Vol 7 (4) ◽  
Author(s):  
Nooshin Salimi ◽  
Akram Karimi-Shahanjarini ◽  
Seyed Mohammad Mahdi Hazavehei ◽  
Ghodratollah Roshanaei
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Female Students ◽  
Breakfast Consumption

African American Women and Weight Loss

2011 ◽  
Vol 23 (1) ◽  
pp. 38-45 ◽  
Author(s):  
Teresa Mastin ◽  
Shelly Campo ◽  
Natoshia M. Askelson
Keyword(s):  
Weight Loss ◽  
African American ◽  
Social Cognitive Theory ◽  
African American Women ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Structured Interviews ◽  
American Women

In the United States, almost 80% of African American women are either overweight or obese. In this study, 46 low-income African American women struggling with weight issues participated in structured interviews using a social cognitive theory framework. Participants shared their social cognitive theory related weight loss thoughts and their perceived weight loss obstacles. Results suggest that although participants’ primary weight-related obstacles were environment-based, for example, unsafe environments in which to engage in regular exercise, they more often offered individual-based solutions. The study concludes with a discussion of media advocacy as a tool that can be used to promote environmental solutions.

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.

Digital movie piracy: A perspective on downloading behavior through social cognitive theory

2012 ◽  
Vol 28 (3) ◽  
pp. 958-967 ◽  
Author(s):  
Ruud S. Jacobs ◽  
Ard Heuvelman ◽  
Maurice Tan ◽  
Oscar Peters
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory

scholarly journals Integrating Theory in Co-design: An Abductive Approach

2021 ◽  
Vol 29 (1) ◽  
pp. 66-77
Author(s):  
Erin Hurley ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Design Process ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Knowledge ◽  
Future Research ◽  
Abductive Inference ◽  
Design Framework ◽  
Research Recommendations

Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

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