Lecture Notes
Week Week 1-8
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Notes
Week 1 - Explaining Health Behavior
Prevention
1. Primary: prevention of problem, illness, casualty. Healthy people
2. Secondary: tracing illnesses in early phase for early treatment or prevention
of more serious complaints. Healthy people with increased risk for
disease
3. Tertiary: prevention of complications & worsening of symptoms through
optimal care + self-regulation interventions. Ill people
Alameda 7
1. exercise
2. drinking < 5 drinks
3. sleeping 7-8 hours
4. not smoking
5. maintaining weight (for height)
6. avoid snacks in between meals
7. eat breakfast
Getting motivated
HBM
Perceived threat central to the model. E.g., taking action (Covid-19)
depends on one’s susceptibility & severity of the disease.
Evaluation of results from behaviors - benefits & barriers
Lecture Notes 1
, General health motivation & cues to action (how often is someone
prompted to perform protective behaviors)
SCT
Learning theory → self-efficacy core
Core constructs: outcome expectancies, self-efficacy expectation
(confidence)
Sources that strengthen self-efficacy: own mastery/ failed
experiences, vicarious experiences (people who resemble you,
modeling), verbal persuasion, own emotions.
TPB/TRA
Our beliefs (behavioral, normative, control) influence our attitudes
(behavior attitude, perceived norms, perceived behavioral control),
which influence our intentions and thus behavior
Instrumental vs. experiential attitudes: positive/negative
consequences; how you think you’ll experience the outcome
(emotions)
Injunctive norms vs. descriptive norms: what other people think
we should do; descriptions what others around us do
Preparing for Action & Starting to Change
Self-Determination Theory
Focuses on source of motivation
Basic psychosocial needs: relatedness, competence, autonomy
From amotivation (impersonal) → extrinsic motivation (external to
internal) → intrinsic motivation (internal)
Extrinsic motivation: external regulation (external demands,
reward/punishment), introjected regulation (compulsion, guilt, self-
esteem), identified regulation (valued goals), integrated
regulation (values assimilated into self)
Intrinsic motivation: intrinsic regulation (pure interest, curiosity,
challenge, enjoyment)
Lecture Notes 2
, HAPA
Pre-intentional motivational stage & post-intentional volitional stage.
Key predictors = SE & outcome expectancies; Distal predictors =
perceived risk & threat severity.
Self-efficacy 3: task, maintenance, recovery (obstacles)
Action planning (II’s) vs. coping planning (anticipating & dealing with
barriers)
Interference from impulsive processes
Dual process theories
Type 1: fast, unconscious, automatic, no WM capacity, impulses;
Type 2: slow, conscious, serial, controlled
Reflective Impulsive Model: both systems operate in parallel.
Impulsive system always engages in processing whereas reflective
system may be disengaged (required high cognitive capacity).
Reflective: explicit; knowledge, facts, values
Impulsive: implicit; habits, impulses
Which system wins depends on cognitive capacity/ WM, self-
control, impulsivity, alcohol, emotions, habit strength
Habits
Mental association between cue and goal-directed response.
Repetition in a stable situation, no intention/ planning required.
Difficult for reflective system to deal with habits
COM-B Model:
Capability & Opportunity affect Motivation ↔ Behavior
Lecture Notes 3
, Week 2 - Changing Health Behavior
NICE guidelines - most important determinants
outcome expectancies descriptive norms
personal relevance subjective norms
positive attitude personal & moral norms
self-efficacy
Fear appeal - Does it work? → Depends
Extended Parallel Process Model
Perceived threat & self-efficacy important
high fear, low self-efficacy → defensive motivation
low fear, high self-efficacy → protective motivation
Other approaches
Motivational interviewing: motivation to change elicited from the client
Intention-Behavior Gap
intentions not always sufficient for behavior change → intentional control of
behavior limited
Bridging the gap: self-regulation skill: making plans → the volitional phase
Motivational phase = setting goals/ intentions
Lecture Notes 4
Week Week 1-8
Files
Notes
Week 1 - Explaining Health Behavior
Prevention
1. Primary: prevention of problem, illness, casualty. Healthy people
2. Secondary: tracing illnesses in early phase for early treatment or prevention
of more serious complaints. Healthy people with increased risk for
disease
3. Tertiary: prevention of complications & worsening of symptoms through
optimal care + self-regulation interventions. Ill people
Alameda 7
1. exercise
2. drinking < 5 drinks
3. sleeping 7-8 hours
4. not smoking
5. maintaining weight (for height)
6. avoid snacks in between meals
7. eat breakfast
Getting motivated
HBM
Perceived threat central to the model. E.g., taking action (Covid-19)
depends on one’s susceptibility & severity of the disease.
Evaluation of results from behaviors - benefits & barriers
Lecture Notes 1
, General health motivation & cues to action (how often is someone
prompted to perform protective behaviors)
SCT
Learning theory → self-efficacy core
Core constructs: outcome expectancies, self-efficacy expectation
(confidence)
Sources that strengthen self-efficacy: own mastery/ failed
experiences, vicarious experiences (people who resemble you,
modeling), verbal persuasion, own emotions.
TPB/TRA
Our beliefs (behavioral, normative, control) influence our attitudes
(behavior attitude, perceived norms, perceived behavioral control),
which influence our intentions and thus behavior
Instrumental vs. experiential attitudes: positive/negative
consequences; how you think you’ll experience the outcome
(emotions)
Injunctive norms vs. descriptive norms: what other people think
we should do; descriptions what others around us do
Preparing for Action & Starting to Change
Self-Determination Theory
Focuses on source of motivation
Basic psychosocial needs: relatedness, competence, autonomy
From amotivation (impersonal) → extrinsic motivation (external to
internal) → intrinsic motivation (internal)
Extrinsic motivation: external regulation (external demands,
reward/punishment), introjected regulation (compulsion, guilt, self-
esteem), identified regulation (valued goals), integrated
regulation (values assimilated into self)
Intrinsic motivation: intrinsic regulation (pure interest, curiosity,
challenge, enjoyment)
Lecture Notes 2
, HAPA
Pre-intentional motivational stage & post-intentional volitional stage.
Key predictors = SE & outcome expectancies; Distal predictors =
perceived risk & threat severity.
Self-efficacy 3: task, maintenance, recovery (obstacles)
Action planning (II’s) vs. coping planning (anticipating & dealing with
barriers)
Interference from impulsive processes
Dual process theories
Type 1: fast, unconscious, automatic, no WM capacity, impulses;
Type 2: slow, conscious, serial, controlled
Reflective Impulsive Model: both systems operate in parallel.
Impulsive system always engages in processing whereas reflective
system may be disengaged (required high cognitive capacity).
Reflective: explicit; knowledge, facts, values
Impulsive: implicit; habits, impulses
Which system wins depends on cognitive capacity/ WM, self-
control, impulsivity, alcohol, emotions, habit strength
Habits
Mental association between cue and goal-directed response.
Repetition in a stable situation, no intention/ planning required.
Difficult for reflective system to deal with habits
COM-B Model:
Capability & Opportunity affect Motivation ↔ Behavior
Lecture Notes 3
, Week 2 - Changing Health Behavior
NICE guidelines - most important determinants
outcome expectancies descriptive norms
personal relevance subjective norms
positive attitude personal & moral norms
self-efficacy
Fear appeal - Does it work? → Depends
Extended Parallel Process Model
Perceived threat & self-efficacy important
high fear, low self-efficacy → defensive motivation
low fear, high self-efficacy → protective motivation
Other approaches
Motivational interviewing: motivation to change elicited from the client
Intention-Behavior Gap
intentions not always sufficient for behavior change → intentional control of
behavior limited
Bridging the gap: self-regulation skill: making plans → the volitional phase
Motivational phase = setting goals/ intentions
Lecture Notes 4
