1. Who is Albert Bandura? Albert Bandura isan influential social cognitive psychologist who is best known forhis social learning theory, the concepts of self-efficacy, and hisfamous Bobo doll experiments. “Learningwould be exceedingly laborious, not to mention hazardous, if peoplehad to rely solely on the effects of their own actions to informthem what to do,” Bandura explained in his 1977 book on thesubject. His theory integrated a continuous interaction betweenbehaviors, cognition, and the environment. He is most famous for his experiment which was done in 1961 with the Bobo dollstudy.
In this experiment, he had made a film in which an adultmodel was shown beating up a Bobo doll and shouting aggressive words. The film wasthen shown to a group of children. Afterward, the children wereallowed to play in a room that held a Bobo doll (Cherry). People who thathad seen the film with the violence present were more likely to beatthe doll, imitating the actions and words of the adult in the filmflip (Cherry). 2.
Find anarticle from the past two years that uses his theory as related toany health behavior change- and the properly cite theinformation. This article Ifound gives people a better understanding of a relationship betweenknowledge, self-efficacy, and behavior among children. This articleaddresses various levels of income which then can help the childrenbetter understand why people have more money then others. This canalso help to in form people and improve nutrition programs,particularly for the socioeconomically disadvantaged youth. The regression analysis was used to determine the relationship betweenknowledge, self-efficacy, and behavior. Inadjusted models, the Title I group had significantly lower scores onseveral knowledge items and summary knowledge (P=0.04). The Title Igroup had significantly lower scores on several behavior variablesincluding intakes of fruits (P=0.
02), vegetables (P=0.0005), wholegrains (P=0.0003), and lean protein (P=0.047), physical activity(P=0.002) and summary behavior (P=0.001). However the Title I groupscored higher on self-efficacy for meal planning (P=0.04) andchoosing healthy snacks (P=0.
036). Both self-efficacy (?=0.70,P<0.0001) and knowledge (?=0.35, P=0.
002) strongly predictedbehavior. These results demonstrated that there are diparities innutrition knowledge and behavior outcomesbetween students surveyed from Title I and non-Title I schools,suggesting more resources may be necessary for lower incomepopulations. Findings suggest that future nutrition interventionsshould focus on facilitating the improvement of children’sself-efficacy (Relationships).