Page 155 - Media Effects Advances in Theory and Research

144 BANDURA

Social cognitive theory analyzes social diffusion of new behavior pat-
terns in terms of three constituent processes and the psychosocial factors
that govern them. These include the acquisition of knowledge about inno-
vative behaviors; the adoption of these behaviors in practice; and the
social networks through which they spread and are supported. Diffusion
of innovation follows a common pattern (Robertson, 1971; Rogers, 1995).
New ideas and social practices are introduced by notable example. Ini-
tially, the rate of adoption is slow because new ways are unfamiliar, cus-
toms resist change and results are uncertain. As early adopters convey
more information about how to apply the new practices and their poten-
tial benefits, the innovation is adopted at an accelerating rate. After a
period in which the new practices spread rapidly, the rate of diffusion
slows down. The use of the innovation then either stabilizes or declines,
depending on its relative functional value.

Modeling Determinants of Diffusion

Symbolic modeling usually functions as the principal conveyer of innova-
tions to widely dispersed areas. This is especially true in the early stages
of diffusion. Newspapers, magazines, radio, and television inform people
about new practices and their likely risks or benefits. The Internet pro-
vides instant communicative access worldwide. Early adopters, therefore,
come from among those who have had greater access to media sources of
information about innovations (Robertson, 1971). The psychosocial deter-
minants and mechanisms of observational learning, which were reviewed
earlier, govern the rate with which innovations are acquired.
Differences in the knowledge, skills, and resources particular innova-
tions require produce variations in rate of acquisition. Innovations that
are difficult to understand and use receive more reluctant consideration
than simpler ones (Tornatzky & Klein, 1982). When television models new
practices on the screens in virtually every household, people in widely
dispersed locales can learn them. However, not all innovations are pro-
moted through the mass media. Some rely on informal personal channels.
In such instances, physical proximity determines which innovations will
be repeatedly observed and thoroughly learned.
It is one thing to acquire skills; it is another thing to use them effec-
tively under difficult circumstances. Human competency requires not
only skills, but also self-belief in one’s capabilities to use those skills well.
Modeling influences must, therefore, be designed to build self-efficacy as
well as to convey knowledge and rules of behavior. Perceived self-efficacy
affects every phase of personal change (Bandura, 1997). It determines
whether people even consider changing their behavior, whether they can
enlist the motivation and perseverance needed to succeed should they