Evaluation of educational programmes from the Social Cognitive perspective [abstract]

Michalowska-Zinken, K. and Skinner, T. (2005) Evaluation of educational programmes from the Social Cognitive perspective [abstract]. Psychology and Health, 20 (Suppl. 1), 173. (doi:10.1080/14768320500221275).

Abstract

Social cognitive techniques work on both the task-oriented and emotion-oriented level focusing on enhancement of perceived capability, creating a role model environment and opportunities for mastery experience. There is no analysis system that addresses implementation of selfefficacy oriented interventions. To fill in the gap an analysis system for the coding of selfefficacy related interventions in training programs (ASSET: Analysis System for Self-Efficacy Training) has been developed. Four super categories have been deductively derived from Social Cognitive Theory: Mastery Experience, Role Model, Verbal Persuasion, and Physical and Affective State (Bandura, 1997). In the next step, the materials from self-management program manuals (DESMOND, 2004; Lorig, 1996) were used to inductively identify particular interventions as subcategories. Finally, the subcategories have been extended and refined on the basis of observation of self-management education programs run in local health care services. In the next step, ASSET will be validated. Participants’ behavioural, cognitive and emotional change, derived from self-report questionnaires, will be related to the frequency of utilized self-efficacy enhancing strategies. Having considered the high predictability of self-efficacy belief on behaviour change, it is expected that programs with high numbers of utilized selfefficacy oriented interventions will result in better illness adjustment. The validation study results will be presented in this poster.

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