How do beliefs, attitudes and values shape health behaviour, and how do behaviour change models explain when people act?
Explain how beliefs, attitudes and values influence health behaviour and apply behaviour change models to predict and support healthier choices
A focused answer to the WACE Year 12 Health Studies Unit 3 dot point on beliefs, attitudes and values and behaviour change. Covers how beliefs and values shape behaviour, the Health Belief Model and stages of change, and applying them to support healthier decisions.
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What this dot point is asking
WACE wants you to connect internal influences to observable behaviour and then use a model to explain the pattern. A strong answer defines the key terms, applies a named model to the scenario, and recommends support matched to where the person is. Marks reward correct use of model components, not just naming the model.
Beliefs, attitudes and values
A belief is something a person accepts as true, whether or not the evidence supports it. An attitude is a settled way of feeling about something that disposes a person to act in a certain way. A value is a deeply held principle about what is important or worthwhile. These three operate together: a person who values fitness, believes exercise prevents disease, and holds a positive attitude toward the gym is far more likely to exercise than someone who values convenience and believes exercise is a waste of time. Beliefs, attitudes and values are themselves shaped by culture, family, peers, media and prior experience, which links this content back to the social determinants.
The Health Belief Model
The Health Belief Model proposes that a person is more likely to take a health action when several perceptions line up. Perceived susceptibility is the belief that they could be affected by the condition. Perceived severity is the belief that the condition would be serious. Perceived benefits are the believed advantages of acting, and perceived barriers are the believed costs or obstacles. A cue to action, such as a symptom, a campaign or advice from a friend, triggers the decision, and self-efficacy determines whether the person follows through. Behaviour change is most likely when susceptibility and severity are high, benefits clearly outweigh barriers, a cue is present, and self-efficacy is strong.
The stages of change
The transtheoretical model describes change as a process through stages: precontemplation (not yet considering change), contemplation (weighing it up), preparation (planning and small steps), action (actively changing), and maintenance (sustaining the change), with relapse possible at any point. The value of this model is that support must be matched to the stage. Giving detailed action plans to someone in precontemplation wastes effort, while someone in maintenance needs relapse-prevention support, not basic information.
Applying the models to support change
Effective support diagnoses the internal influences and the stage, then targets them. For a person who underestimates their risk, raise perceived susceptibility with personalised information. For a person blocked by barriers, reduce the cost or difficulty of acting. For a person low in self-efficacy, build confidence through achievable steps. Matching the support to the model component or stage is what makes an intervention effective rather than generic.
How this maps to the exam
Expect a scenario describing an individual and their attitude or behaviour. You may be asked to identify the influences on their behaviour, apply a named model to explain why they have or have not changed, or recommend a strategy. Use the model's components explicitly and tie each to the scenario.