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Social Learning Theory and the Health Belief Model
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Social Learning Theory and the Health Belief Model
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Being a collaborative effort, this dedicated satellite will be owned by all the member countries. The responsibility to launch and manage the satellite can be entrusted to a specific member country having required technical expertise for the cause. In present circumstances, India and China are front runners for this task. The reason is that India had already launched an indigenous dedicated satellite for education (EDUSAT) and has all the technical and manpower support to manage the Afro-Asian Satellite for Health Education and China has also carried number of advances in satellite technology. . | Social Learning Theory and the Health Belief Model Irwin M. Rosenstock PhD Victor J. strecher PhD MPH Marshall H. Becker PhD MPH The Health Belief Model social learning theory recently relabelled social cognitive theory self-efficacy and locus of control have all been applied with varying success to problems of explaining predicting and influencing behavior. Yet there is conceptual confusion among researchers and practitioners about the interrelationships of these theories and variables. This article attempts to show how these explanatory factors may be related and in so doing posits a revised explanatory model which incorporates self-efficacy into the Health Belief Model. Specifically self-efficacy is proposed as a separate independent variable along with the traditional health belief variables of perceived susceptibility severity benefits and barriers. Incentive to behave health motivation is also a component of the model. Locus of control is not included explicitly because it is believed to be incorporated within other elements of the model. It is predicted that the new formulation will more fully account for health-related behavior than did earlier formulations and will suggest more effective behavioral interventions than have hitherto been available to health educators. INTRODUCTION In recent years there has been a gradual development of models to explain and modify behavior. These models reflect a confluence of learning theories derived from two major sources Stimulus Response SR theory1 3 and Cognitive Theory 4 9 SR theory itself represents a marriage of classical conditioning10 and instrumental conditioning1 theories. In simplest terms the SR theorists believe that learning results from events termed reinforcements which reduce physiological drives that activate behavior. In the case of punishments behavior that avoids punishment is learned because it reduces the tension set up by the punishment. The concept of drive reduction however is not Irwin M. .
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