Theories of behavior attempt to explain why people do what they do, while models of behavior help us understand specific behaviors by identifying the underlying factors that influence them. Theories focus on broader principles of behavioral change over time, whereas models are more targeted and descriptive.
Theories of Behavior
Theories of behavior provide a framework for understanding and predicting actions. Some key theories include:
-
Health Belief Model (HBM): This model suggests that a person's health behavior is influenced by their perception of a health threat (susceptibility and severity) and the benefits and barriers to taking action. For example, someone might be more likely to get a flu shot if they believe they are susceptible to the flu, understand the severity of the flu, believe the shot will protect them, and perceive few barriers to getting the shot.
-
Theory of Planned Behavior (TPB): This theory states that behavior is determined by intentions, which are influenced by attitudes, subjective norms (social pressure), and perceived behavioral control (belief in one's ability to perform the behavior). For example, someone might intend to start exercising if they have a positive attitude toward exercise, believe their friends approve of exercise, and feel confident in their ability to start and maintain an exercise routine.
-
Social Cognitive Theory (SCT): This theory posits that behavior is influenced by reciprocal interactions between personal factors (cognition, emotion), behavioral factors, and environmental factors. Self-efficacy (belief in one's ability to succeed) is a key component. For example, a person might start eating healthier if they learn about nutrition (personal), practice cooking healthy meals (behavioral), and have access to healthy food options (environmental).
-
Transtheoretical Model (Stages of Change): This model describes behavior change as a process involving distinct stages: precontemplation, contemplation, preparation, action, maintenance, and termination. Interventions are most effective when tailored to a person's current stage. For example, someone in the precontemplation stage of quitting smoking might benefit from information about the health risks of smoking, while someone in the preparation stage might benefit from help creating a quit plan.
Models of Behavior
Models of behavior are more specific and often focus on understanding a particular behavior in a particular context. They help identify the factors that are most likely to influence that behavior. Some examples include:
-
COM-B (Capability, Opportunity, Motivation - Behavior) Model: This model suggests that for a behavior to occur, a person must have the physical and psychological capability, the opportunity (physical and social), and the motivation (reflective and automatic). This model can be used to analyze what needs to change to enable a particular behavior. For instance, to increase handwashing, people need the capability to understand the importance and have the physical dexterity, the opportunity to access soap and water, and the motivation to actually wash their hands.
-
Information-Motivation-Behavioral Skills (IMB) Model: This model proposes that information, motivation, and behavioral skills are fundamental determinants of preventative behaviors. For example, adopting safe sex practices requires information about STIs, motivation to protect oneself and partners, and the behavioral skills to use condoms correctly.
| Feature | Theory of Behavior | Model of Behavior |
|---|---|---|
| Scope | Broad, general principles | Specific, context-dependent behaviors |
| Focus | Explaining why behaviors occur | Understanding how specific behaviors work |
| Application | Designing interventions aimed at changing behaviour over time | Identifying key factors influencing a given behavior to inform interventions |
| Examples | HBM, TPB, SCT, Transtheoretical Model | COM-B, IMB |
In summary, theories provide the broad frameworks for understanding behavior change, while models help to dissect and understand specific behaviors in context. Both are crucial for designing effective interventions.
