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Healthy Habit Changes and Social Cognitive Theory
1. Social Cognitive Theory and
Healthy Habit Changes
Sunita Singh and Sarah Jane Calub
October 31, 2011
2. PURPOSE
Examine the impact of the participation in a wellness
assignment on healthy habit changes in
pre-professional undergraduate students.
3. Health & Wellness
✤ Unhealthy lifestyles attribute 54% reduction in lifespan <
65 years
✤ Healthy lifestyles have greater impact than genetic factors
on our health as we age
✤ Promoting healthy lifestyles is critical role for OT
practitioners in health promotion and disease/disability
prevention (AOTA)
✤ Wellness = product of healthy lifestyles as fitness =
product of regular exercise
✤ Physical well-being includes physical, mental, and health
aspects of life
4. Research Questions
✤ What were the students’ perceptions of the effectiveness of
this assignment for increasing their understanding of their
own wellness?
✤ Supports and barriers for adherence to goals over the
semester and after the completion of the course?
5. Methods
✤ Students instructed during health & wellness course
✤ Students asked to complete assignment regarding goals for
improving wellness during and after completion of course
✤ Students completed follow-up q’s in subsequent semesters
✤ Results quantified
✤ Responses analyzed using Bandura’s
Social Cognitive Theory
6. Participants
58 students enrolled in an
undergraduate occupational
science health and wellness
course.
57 female; 1 male
55 white; 1 Hispanic; 2 AA
Ages 20 - 28
7. The Assignment
✤ Chose 3 - 5 goals to improve wellness over the semester
✤ Goals directed towards behaviors - not outcomes
✤ Completed wellness-self-assessments
✤ A paper describing results, wellness goals and rationales in
reference to how goals would be beneficial
✤ Assignment and outcomes were analyzed using social
cognitive theory
✤ 2 roles: clients/mentors; kept journals of experiences from
both perspectives
✤ Class discussions
✤ A second paper describing experiences
8. Results
✤ 100%believed they had improved
100%
understanding of their own wellness.
✤ 84% increased their understanding of
the client perspective in making
healthy behavior changes.
84%
✤ 96% increased their understanding of
therapist/mentor perspective in
supporting healthy behavior changes.
96%
9. Follow-Up:
✤ Students completed questionnaires 6 mo. and 1 yr after
completion of the course
✤ After 3 months:
✤ 95% were still working on at least one of their goals.
✤ 76% were still working on at least two goals.
✤ 22% were still working on three goals.
✤ After 1 year:
✤ 86% were still working on at least one goal
✤ 45% were still working on two goals
✤ 14% were still working on three goals.
10. Supports Identified
✤ Internal motivations of wanting to be healthy
✤ Seeing results, feeling better
✤ Behavior ➔ habit
✤ Enjoying the goal
✤ “I saw the other students sticking to the plan and
working on their goals. It reminded me that I needed to
constantly be working on my own goals.”
✤ Feeling supported by seeing the struggles of others.
✤ Having a mentor meant that they had to report their
personal progress and help each other problem solve.
11. Barriers Identified
✤ Internal issues of difficulty with time, changing routines, and
feeling stressed.
✤ Lack of outside structure, support, reinforcement of goals and
tracking made it difficult to maintain goals.
12. Social Cognitive Theory:
✤ Successful change in habits requires a
blend of 3 components:
✤ Personal (influence)
✤ Proxy (relies on others to act
on one’s behalf)
✤ Collective (exercised through
group action)
✤ Process of acting together on shared
goal or belief provides motivation to
succeed
✤ Self-efficacy (goals chosen)
13. Application to OT
✤ Study suggests value of using social
cognitive learning for supporting clients
in making healthy habit changes that will
impact health, well-being, and longevity
✤ Educating client about value of
identifying changes themselves
✤ Family’s/friends’ goals may conflict with
client’s goals
14. References
Bandura, A. (2002). Social cognitive theory in cultural context. Applied
Psychology: An International Review, 51(2), 269-290.
Hilton, C., Ackermann, A., & Smith, D. (2011). Healthy habit changes in pre-
professional college students: adherence, supports, and barriers. OTJR:
Occupation, Participation & Health, 31(2), 64-72. doi:
10.3928/15394492-20100325-01