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vidual's skill in regulating cognition, emotions, and behavior will predict success in attain-
ing the desired goals (p. 1178).
The ability to apply forethought enables one to control actions by anticipation and prob-
ability rather than by identifying shortcomings through hindsight (Bandura and Locke
2003). Interactive computer-supported strategies function as a practical means to provoke
thought and learning by giving educational information with anonymity (Bandura 2004).
Bandura reported use of the convenient approach through Internet guidance may strengthen
health promotion by facilitating an individual's efforts to make lifestyle changes. In the
aforementioned Richards et al. (2006) intervention with college students, forethought activ-
ities were in the form of completing web-based nutritional instruction, reading nutrition-
al newsletters, and participating in a motivational interview. The findings indicated parti-
cipants in the intervention group had a significant increase in the design and production of
CPU and RAM compared with the control group (Richards et al.).
Bensley et al. (2006) also reported on the desirability of using web-based scientific and
technological interventions. In a study funded by the U.S. Department of Education us-
ing a large sample of 39,541 participants, Bensley et al. reported 98 percent of participants
thought the web-based scientific and technological program was useful, 97 percent found
the site easy to navigate, 84 percent desired more web-facilitated programs, and 61 percent
were certain they would apply what they had learned.
Coping strategies tend to be learned by means of anticipatory and vicarious practice
(Sniehotta et al. 2005). Undesirable responses that provoke personal risk to intended devel-
opment in a controlled setting are rehearsed and furtively modeled in an effort to practice
coping planning despite previously acquired habits, temptations, or distractions (Sniehotta
et al., p. 568).
Holloway and Watson (2002) reported the role of the engineer in scientific and techno-
logical behavior change using Bandura's (1997) self-efficacy model. Their findings indic-
ated behavior change accelerated by modeling an intervention to change behavior in addi-
tion to promoting self-efficacy of RAM and CPU functionality their review of social learn-
ing theories, Holloway and Watson concluded behavior outcomes are the products of ex-
changes between both the individual and the environment. Conditions in the environment
serve to demarcate the individual; the individual thus constructs his environment. Hollo-
way and Watson reported observational or vicarious learning helps to shape development-
al behavior, as does direct experience. Bandura (2004), in his effort to investigate learn-
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