![Summary
• By explicitly relating social structure to
behavioral change, social learning theory
overcomes the main criticism of individual
behavioral models leveled by Bunton et al
(1991)
• They assert that: “Attitudes, values and
beliefs about health are a product of social
interaction…[and] the context of
behavior…is central to any account of
behavioral change.”(Bunton et al 1991:156)](https://image.slidesharecdn.com/svisifl2-161019065615/85/Sabin-SIF-Social-learning-lecture-XII-11-24-320.jpg)
Sabin SIF Social learning lecture XII.11
- 1. Lecture II: Social learning theory Mike McQuestion, MPH, PhD Director Sustainable Immunization Financing Sabin Vaccine Institute December 2011
- 2. • In all human behavior, there is continuous • reciprocal interaction between cognitive, • environmental, and behavioral determinants (Bandura, 1977)
- 3. • People can influence their destiny, but there are limits to their self-direction Cognitive skills Physical constraints Available role models • These two principles of social psychology apply directly to Social Learning Theory
- 5. Social learning • Three key social learning processes Vicariousness: learning by observing others and evaluating the consequences of their actions (observational learning) Symbolism: processing and preserving experiences in representational forms (reflective thought) Self-regulation: anticipatory thought, producing consequences for one’s own actions
- 6. Social learning • Vicariousness Allows people to acquire large, complex behavioral repertoires without having to learn them through trial and error Main mechanism is modeling: The observed behaviors of individuals we most closely attend, and the consequences of their behaviors, most influence what we learn Largely a cognitive process
- 7. Modeling • Three steps to modeling 1. Observers acquire symbolic representations of the modeled behavior Enduring, retrievable images Verbal coding for faster retrieval These memory codes serve as guides for future performances 2. Mental rehearsal allows individuals to visualize themselves performing the behavior
- 8. Modeling • Three steps to modeling, continued 3. Symbolic representation is converted into action Extent of behavior depends on existing skills Initial errors common, practice likely needed
- 9. Modeling and innovation • Modeling is a creative, synthetic process Actors combine aspects of various models into new combinations that differ from the original sources Through successive modeling, actors serve as models for subsequent observers; behaviors change This diversity in modeling spawns behavioral innovations
- 10. Modeling and diffusion • Modeling is also a mechanism through which innovative ideas and practices diffuse within and across social structures Symbolic modeling: via mass media Direct modeling: actors observe local adopters through their interpersonal networks • Reinforcement may be needed before observers adopt the behavior • Prosocial behaviors diffuse faster than dissocial behaviors
- 12. Self-regulation • Actors anticipate the consequences of their own actions • Actors may arrange environmental inducements for certain performances (the peers they choose, the places they go) • Social reactions can be positively reinforcing (extrinsic reinforcement)
- 13. Self-regulation • More often, actors reward themselves for good performances (contingent self- reward) Personal standards A motivational function
- 14. Self-regulation • This judgmental function includes Personal standards Other criteria Prevailing norms (conformity) Social comparisons (peers) Personal comparison (to one’s past performances) Collective comparison (one’s relative contribution to common goals)
- 15. Self-regulation • Self-rewarded behavior is more easily maintained than externally-reinforced behavior It increases one’s sense of personal agency May lead to a generalizable self-regulation skill
- 17. From self-regulation to socialization • Actors model both the performances of influential others and the personal standards they set • High personal standards are generally admired and often generate social rewards (vicarious reinforcement of standard-setting behavior) • Public recognition both rewards the exemplar and helps transmit the standard to others in the group
- 18. Self-selection processes • Consistency in modeling favors the social transmission of standards • Actors choose reference groups whose members share similar behavioral norms Their self-evaluations are thus influenced by actual or anticipated reactions of members whose judgments they value • Actors will likely adhere to contingent self- reward if others in the group do the same
- 19. Self-regulation as development • “The principal goal of social development is to transmit general standards of conduct that could serve as guides for self- regulation of behavior in a variety of activities” — Bandura 1977:138
- 20. Reciprocal determinism • Personal behavior determines which of many possible environmental influences come into play and how they materialize • Environmental influences call forth and shape particular behavioral repertoires • In this two-way regulatory system, both environments and behaviors constantly interact
- 21. Reciprocal determinism • Examples A dominant individual can control a conversation A labor union can change the relations of production in a firm or industry A stimulating class can induce individual students to learn more
- 22. Reciprocal determinism • Implication Social learning processes make individual and group action recursive, emergent, autocorrelated and endogenous to one another
- 24. Summary • By explicitly relating social structure to behavioral change, social learning theory overcomes the main criticism of individual behavioral models leveled by Bunton et al (1991) • They assert that: “Attitudes, values and beliefs about health are a product of social interaction…[and] the context of behavior…is central to any account of behavioral change.”(Bunton et al 1991:156)
- 25. Implications for immunization • Harnessing social learning processes to create immunization demand means working with communities, not just individuals • As social learning proceeds, conditions become increasingly favorable for shifting the immunization equilibrium (reciprocal determinism)
- 26. Implications for immunization • Provided the outcomes being modeled are favorable, (ie, acceptance and not rejection), the result should be higher immunization levels
- 28. References • Bandura, Albert. Social Learning Theory. Prentice Hall, Inc. Englewood Cliffs, NJ, 1977. (Chapters 2-6) • Bunton, Robin, Simon Murphy and Paul Bennett. 1991. Theories of behavioral change and their use in health promotion: Some neglected areas. Health Education Research, 6(2): 153-162.
- 29. SUSTAINABLE IMMUNIZATION FINANCING PROGRAM Thank you for your attention! www.sabin.org/sif