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The Handbook for Evaluating HIV Education - Booklet 3 Appraising
an HIV Curriculum
Selected References Regarding Social Science
Behavior-Change Theories
A number of social science behavior-change theories are particularly
relevant to health education. The curriculum appraisal guidelines
presented in this booklet reflect important dimensions of several of these
theories. Prominent among these are the social learning/social cognitive
model, the theory of reasoned action, the health belief model, the
transtheoretical model, the precede-proceed model, and protection
motivation theory. Because these theoretical constructs provide insights
about how and why people change their health behaviors, they can prove
helpful in the fashioning of appropriate HIV curricula. The following is a
list of further readings regarding these six behavioral models.
Social Learning/Social Cognitive Model
Bandura, A. (1986). Social foundations of thought and action.
Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1989). Self-efficacy mechanism in physiological activation
and health-promoting behavior. In J. Madden, S. Matthysse, and J. Barchas
(Eds.), Adaptation, learning and affect. New York: Raven Press.
Bandura, A. (1990). Perceived self-efficacy in the exercise of control
over AIDS infection. Evaluation & Program Planning 13(1), 9-17.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational
Behavior & Human Decision Processes, 50(2), 248-287.
Theory of Reasoned Action
Ajzen, I. (1988). Attitudes, personality, and behavior. Dorsey
Press: Chicago.
Ajzen, I. (1991). The theory of planned behavior. Organizational
Behavior & Human Decision Processes, 50(2), 179-211.
Fishbein, M. and Ajzen, I. (1975). Belief, attitude, intention, and
behavior: An introduction to theory and research. Reading, MA:
Addison-Wesley. Back
to Booklet 3 Table of Contents
Back
to Handbook for Evaluating HIV Education - Introduction |
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