2. Social Cognitive Theory
• Covers determinants of behavior and the process
of behavior change
• Human behavior “model of reciprocal
determinim in which behavior, cognitive and
other personal factors, and evnironmental evetns
all operate as interacting determinants of each
other”
• Major concepts: outcome expectations, outcome
expectancies, self-efficacy, behavioral capability,
perceived behavior of others/observational
learning, and environment
3. Constructs of SCT
• Outcome expectation: judgment of the consequence
that a certain behavior will occur
• Outcome expectancies: the values individuals place on
certain outcome
• Self-efficacy: ua a judgemtn of a person´s capability to
accomplish a certain level of performance
• Behavioral capability: having knowledge of the
behavior, and the skills to perform it.
• Observational learning: learning through obeservation
models of others (vicarious leaning)
– Attention , retention, prodictuin of action, motivation as a
result of incentives and reinforcements
4. Health Promotion Plan
• Through Q&A where HIV+ idividuals come and talk about
their illness and how they carry out normal lives. Students
are able to ask them questions and learn to see them as
equals, with out stigmatization (outcome expectations, self-
efficacy, observational learning).
• Also offer seminars to talk about HIV+ and stigmatization
through out campus in order to reduce the threat
individuals feel when having contact with HIV+ individuals
(outcome expectations, behavioral capability and self-
efficacy)
• Offer activities where one gets in contact with HIV+
individuals and aid them and treat them as equals.
(obeservational leaning)
5. Previous Research
• Li, Zhang, Mao, Zhao & Stanton (2011) performed an
intervention in increasing HIV knowledge, decreasing
perceptions of response cost associated with abstinence
and reducing stigmatizing attitudes
• Findings from this study support the feasibility and initial
efficacy of the cultural adaptation of HIV prevention
program among high school students in China and they
suggested that HIV knowledge mediated the effect of
intervention on stigma reduction
• Li, X., Zhang, L., Mao, R., Zhao, Q., Stanton, B. (2011)Effect
of social cognitive theory-based HIV education prevention
program among high school students in Nanjing, China.
Health Education Research 26 (3):419-431.
doi: 10.1093/her/cyr001
6. Previous Research
• Lau & Tsui (2005) Analysis found that age, HIV related knowledge,
the above mentioned negative perceptions about people living with
HIV/AIDS (PLWHA), fear related to AIDS, and exposure to HIV
related information were independent predictors of discriminatory
attitudes towards PLWHA.
• Interventions should be portrayed PLWHA as patients with chronic
disease who may still contribute to society. Such programmes
should also be supported by those attempting to reduce stigma of
other marginalized social groups.
• Lau, J. & Tsui, H. (2005). Discriminatory attitudes towards people
living with HIV/AIDS and associated factors: a population based
study in the Chinese general population. Sex Transmitted
Infections 81(2): 113–119.
• doi: 10.1136/sti.2004.011767
