Bandura's Social Cognitive Theory (1986)

The theory used to backup this study is the social cognitive Theory (SCT) which started as social
learning theory SLT in 1960 by Albert Bandura. It developed into the SCT in 1986 and points
out that learning occurs in a social context with a dynamic and reciprocal interaction of the
person, environment and behaviour. The unique feature of SCT is the emphasis on social
influence and its emphasis on external and internal social reinforcement. It considers the unique
way in which individuals perform their behaviour. The Theory takes into account a person's past
experiences which factor into whether behavioral action will occur. These past experiences
influence reinforcement expectations and expectancies, all of which shape whether a person will
engage in a specific behaviour and the reasons why a person engages in that behaviour. The goal
of act is to explain how people regulate their behaviour through control and reinforcement
achieve goal-directed behaviour which can be maintained over time. The first five construct were
developed as a part of SLT; the construct of self-efficiency was added when the theory evolved
into SCT.
1. Reciprocal determinism: This is the central concept of a city. This affects a dynamic and
reciprocal interaction of a person (individual with a set of learning experiences)
environment (external social context) and behaviour (responses to stimuli to achieve
goals).
2. Behavioral capacity: this affects a person's actual ability to perform a behaviour through
extension of knowledge and skills. In order to successfully perform a behaviour a person
must know what to do and how to do it.
3. Observational learning: these assets that people can Witness and observe a behaviour
conducted by others and then reproduce those actions. This is often exhibited through
modelling or behaviours. If individuals see successful demonstration of behavior, they
can also complete the behaviour successfully.
4. Reinforcement: this refers to the internal or external responses to a person's behaviour
that affect the likelihood of continuing or discontinuing their behaviour. Reinforcement
can be self-initiated or in the environment, reinforcement can be positive or negative.
This is the construct of SCT that most closely ties to be positive or negative relationship
between behaviour and environment.
5. Expectations: this refers to the anticipated consequences of a person's behaviour, people
anticipate the consequences of their actions before engaging in the behaviour, and these
anticipated consequences can influence successful completion of the behaviour.
Expectations derived lastly from previous experiences.
6. Self Efficacy: this refers to the level of a person's confidence in his or her ability to
successfully perform a behaviour. Self-efficacy is unique to SCT.

Conceptual Framework Based On Bandura's Social Cognitive Theory.

This Framework explains the continuous reciprocal interaction between personal, behavioral and
environmental determinants.

Applications of theory to the study

The goal of SCT explained how people regulate their behaviour through control and
reinforcement to achieve goal-directed behaviour that can be maintained over time. The
constructs of this theory related and described the variables under study as follows:
Behavioural Capacity: This describes the Midwives ability to carry out active management of the
third stage of labour (AMTSL) through essential knowledge and skills. When the Midwives
know the current standard guidelines and principles involved in AMTSL. That is, knowing what
to do during the third stage of Labour and how to do it effectively, but if they do not have
knowledge and necessary skills they will not do it well. Thereby increasing the women's chances
of developing complications and even dying during or after the third stage of labour.
Regarding Expectations: The midwives' attitude towards AMTSL can be influenced by the
anticipated consequences of their behaviour. If they feel and have experienced the burden of
women dying as a result of postpartum hemorrhage their expectation will require them to give
solutions to the problems and as such they may have a positive attitude towards AMTSL in order
to reduce the high rate of maternal mortality. If the midwives do not see it has the responsibilities
to proper solutions to maternal mortality, they may have a negative attitude towards AMTSL.
Concerning Observational Learning: The practice of capital AMTSL can be influenced by
modelling of behaviours. If the midwives observe how AMTSL is conducted by others (such as
professional colleagues) and then demonstrate it, they will be able to complete the learned steps
plus guidance involved in AMTSL effectively. Observational learning can promote self-efficacy.
That is, the midwife's confidence in their ability to successfully perform AMTSL.
Involving Reinforcement: Certain factors which could be self-initiated or in the environment can
affect the likelihood of the Midwives continuing or discontinuing the practice of AMTSL. The
factors could either promote AMTSL or act as a barrier to the practice of AMTSL. These factors
include availability of guidelines on practice of AMTSL in the facility where the individuals
work, availability of drugs and equipment, staff strength (that is, the staff patients ratio) ,
women's compliance, salary paid as well as job satisfaction. It is therefore concluded that the
midwives practice of AMTSL depends on the behavioral capacity (knowledge and skills)
perceived expectations (attitude) observational learning (practice) and reinforcement.