1. aggressive words. The film was then shown

1. Who is Albert

Albert Bandura is
an influential social cognitive psychologist who is best known for
his social learning theory, the concepts of self-efficacy, and his
famous Bobo doll experiments. “Learning
would be exceedingly laborious, not to mention hazardous, if people
had to rely solely on the effects of their own actions to inform
them what to do,” Bandura explained in his 1977 book on the
subject. His theory integrated a continuous interaction between
behaviors, cognition, and the environment. He is most
famous for his experiment which was done in 1961 with the Bobo doll
study. In this experiment, he had made a film in which an adult
model was shown beating up a Bobo doll and shouting aggressive words.
The film was
then shown to a group of children. Afterward, the children were
allowed to play in a room that held a Bobo doll (Cherry).

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People who that
had seen the film with the violence present were more likely to beat
the doll, imitating the actions and words of the adult in the film
flip (Cherry).

2. Find an
article from the past two years that uses his theory as related to
any health behavior change- and the properly cite the

This article I
found gives people a better understanding of a relationship between
knowledge, self-efficacy, and behavior among children. This article
addresses various levels of income which then can help the children
better understand why people have more money then others. This can
also help to in form people and improve nutrition programs,
particularly for the socioeconomically disadvantaged youth. The
regression analysis was used to determine the relationship between
knowledge, self-efficacy, and behavior. In
adjusted models, the Title I group had significantly lower scores on
several knowledge items and summary knowledge (P=0.04). The Title I
group had significantly lower scores on several behavior variables
including intakes of fruits (P=0.02), vegetables (P=0.0005), whole
grains (P=0.0003), and lean protein (P=0.047), physical activity
(P=0.002) and summary behavior (P=0.001). However the Title I group
scored higher on self-efficacy for meal planning (P=0.04) and
choosing healthy snacks (P=0.036). Both self-efficacy (?=0.70,
P<0.0001) and knowledge (?=0.35, P=0.002) strongly predicted behavior. These results demonstrated that there are diparities in nutrition knowledge and behavior outcomes between students surveyed from Title I and non-Title I schools, suggesting more resources may be necessary for lower income populations. Findings suggest that future nutrition interventions should focus on facilitating the improvement of children's self-efficacy (Relationships).


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