title: [Self-efficacy among health learners/self-efficacy among health educators].
abstract: The Social Cognitive Theory has helped health educators develop effective health education programs that target self-efficacy among participants in changing their health behavior. Bandura has identified four resources on which individuals determine their levels of self-efficacy: (1) performance accomplishment, (2) vicarious reinforcement, (3) verbal persuasion, and (4) emotional arousal. Examples of health education strategies that utilize each of the four resources to increase participants' self-efficacy are described. Health education professionals in Japan have attempted to use programs based on the Social Cognitive Theory for Japanese populations. It is criticized that health educators that use such programs are not well trained in effective use, and that those programs have not been utilized at their maximum potentials. Using the frame-work of the Social Cognitive Theory, the importance of incorporating ways to increase self-efficacy of health educators in providing health education services into education and training of health educators is discussed.
authors.affiliation: Stanford Center for Research in Disease Prevention, Stanford University School of Medicine, USA.
authors.forename: Y
authors.initials: Y
authors.lastname: Chikamoto
mesh_terms: D015438:Health Behavior; D006266:Health Education / Q000379:methods*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007564:Japan; D011582:Psychological Theory; D011588:Psychology, Educational; D020377:Self Efficacy; D012919:Social Behavior