Quiz Questions

Directions: Match the construct with its definition.

Self-regulation (H) A. Confidence or belief in a group's ability to perform actions to bring about desired change.
Outcome expectations (E) B. Providing tools, resources, or environmental changes that make new behaviors easier to perform.
Incentive motivation (C) C. The use or misuse of rewards and punishments to modify behavior
Self-efficacy (G) D. Beliefs based on observing similar individuals perform a new behavior.
Facilitation/Behavioral Capability (B E. Beliefs about the likelihood and value of the consequences of behavioral choices.
Reciprocal determinism (F) F. Environmental factors influence individuals and groups, but individuals and groups can also influence their environments and regulate their own behavior.
Collective efficacy (A) G. Confidence or belief in one's ability to perform a given behavior.
Observational learning (D) H. Controlling oneself through self-monitoring, goal-setting, feedback, self-reward, self-instruction, and enlistment of social support.

Directions: Match the construct with its definition.

Self-regulation (B) A. Holding a rally to support community members' efforts to reduce violence in the neighborhood.
Outcome expectations (E) B. Setting weekly exercise goals with a group of elderly adults.
Incentive motivation (D) C. Community members work to bring quality, affordable produce to the neighborhood grocery store, then are able to eat healthier foods at home. After several months, healthier food becomes the norm at local gatherings, which encourages other community members to eat healthier foods as well.
Self-efficacy (F) D. Giving a $50 gift certificate to participants who stopped smoking by the end of the intervention.
Observational learning (G) E. Teaching a church-based population about the number of lives potentially saved through each organ donation.
Facilitation/Behavioral Capability H) F. Breaking down a large goal of reducing fat consumption into smaller weekly goals that are more easily attainable.
Reciprocal determinism (C) G. Showing diabetic adolescents a video of similar diabetic adolescents successfully managing their glucose levels.
Collective efficacy (A) H. Providing free condoms at night clubs.

  1. Which constructs might you use to develop an intervention designed to increase hand-washing at a local elementary school? Why did you pick those constructs? How would you use them in your intervention? Points to consider in your response:
    • What knowledge (or lack of knowledge) is assumed about hand-washing in the school?
    • How might you employ the use of role models?
    • What possible time/resource constraints might you encounter?
  2. What would you need to know to develop an SCT-based intervention that is designed to increase the number of people getting an annual flu shot at your worksite or university? How would you find out this information? (What steps would you take?) Points to consider in your response:
    • What personal and environmental factors may promote or hinder flu shots in this population?
  3. How might you use self-efficacy and self-regulation in an intervention designed to increase the number of employees getting regular check-ups at your worksite or university? What other constructs would be useful, and how might you use them? Points to consider in your response:
    • What personal factors contribute to individuals getting regular check-ups?
    • What incentives may encourage people to get regular check-ups?
  4. What measures might you use to assess SCT constructs in a physical activity intervention for aging adults? Points to consider in your response:
    • What does the literature show about constructs most often used in physical activity interventions?
    • Which constructs might be most useful with an aging adult population?