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Theories of Behavioral Change

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Theories of Behavioral Change

The main theories behind behavioural change are the Self-Determination Theory, the

Social Cognitive Theory, and the Transtheoretical model. The concepts give us helpful

information about what makes people act the way they do and how to make and keep good

changes.

What role does desire play in altering behaviour? That is the essence of the Self-

Determination Theory (SDT). According to SDT, individuals are more inclined to initiate and

maintain new habits when they experience a sense of autonomy, competence, and social

connection (Maillet & Grouzet, 2021). According to this theory, specific strategies involve

providing individuals with options, fostering their independence, empowering them with a sense

of control, and creating a supportive social environment.

The Social Cognitive Theory (SCT) focuses on how personal factors, external factors,

and behaviour all affect each other. Self-concept theory (SCT) says that people learn by

watching others (modelling), believing in their abilities (self-efficacy), and making plans (Peiffer

et al., 2020). Based on this theory, some strategies are giving people role models, setting realistic

goals, building self-efficacy through small wins, and making an environment that encourages the

behaviour you want to see.

The Transtheoretical Model (TTM) illustrates the sequential actions individuals

undertake in order to modify their behaviour. These phases include pre-deliberation, reflection,

strategy formulation, implementation, and upkeep. Based on this model, strategies involve

adapting interventions to the person's current stage of change (Del Rio Szupszynski & de Ávila,

2021). For example, in the pre-contemplation stage, increasing awareness is one way to help; in
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the contemplation stage, weighing pros and cons is another; and in the maintenance stage,

coming up with ways to deal with stress so that you do not relapse is another.

When it comes to initiating and maintaining physical activity, a combination of strategies

from these theories can be effective:

Fostering intrinsic motivation: Help people figure out why they want to be active, like

maintaining good health, lowering stress, or feeling like they have accomplished something.

Building self-efficacy: Setting attainable goals and celebrating small victories as ways to

help people gain control. Tracking one's growth and thinking about their accomplishments can

help them feel more confident in their abilities.

Utilizing social support: Create a helpful setting by involving people in your family,

friends, or neighbourhood in fitness programs. Help from others can boost drive and persistence

by supporting, holding people accountable, and sharing experiences.

Addressing barriers: Identify and deal with possible things that stop people from being

active, like needing more time, tools, or safety worries. Adopting plans to get around these

problems can help people change their behaviour.

Tailoring interventions: Assess the person's stage of change and make solutions that fit

that stage. For instance, during the pre-contemplation stage, educate and raise awareness; during

the contemplation stage, look at the pros and cons; and during the upkeep stage, devise ways to

avoid return.

Incorporating role models: Utilize role models who exhibit the behaviour you want to

see, like sports or people who are good at working out. Inspiring and motivating others who have

already reached their goals can boost your confidence and drive.
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Utilizing techniques from the Self-Determination Theory, the Social Cognitive Theory,

and the Transtheoretical Model can help people start and keep physical activity as part of a more

significant effort to change their behaviour and improve their general health.
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References

Del Rio Szupszynski, K. P., & de Ávila, A. C. (2021). The Transtheoretical Model of Behavior

Change: Prochaska and DiClemente’s Model. Psychology of Substance Abuse, 205–216.

https://doi.org/10.1007/978-3-030-62106-3_14

Maillet, M. A., & Grouzet, F. M. E. (2021). Understanding changes in eating behaviour during

the transition to university from a self-determination theory perspective: a systematic

review. Journal of American College Health, 71(2), 1–18.

https://doi.org/10.1080/07448481.2021.1891922

Peiffer, H., Ellwart, T., & Preckel, F. (2020). Ability self-concept and self-efficacy in higher

education: An empirical differentiation based on their factorial structure. PLOS ONE,

15(7), e0234604. https://doi.org/10.1371/journal.pone.0234604