...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Psychology of sport and exercise >What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth
【24h】

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

机译：孩子玩耍时重要的事情：社会认知理论和感知环境对小学年龄青年身体活动水平的影响

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students.We also examined differences in influences between Hispanic and non-Hispanic students. Design: This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention. Methods: Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations. Results: School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models. Conclusions: Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.
机译：社会认知理论（SCT）通常被用作预测和修改身体活动（PA）行为的指南。我们评估了经常调查的SCT变量和感知到的学校环境变量预测小学生PA的能力，还研究了西班牙裔学生与非西班牙裔学生之间的影响差异。设计：此分析使用了从八所学校收集的基线数据，这些学校参加了为期四年的结合学校日课程和环境干预的研究。方法：从393名学生中收集数据。使用三步线性回归来衡量PA水平，SCT变量（自我效能，社会支持，享受）和感知的环境变量（校园结构，条件，设备/监督）之间的关联。 Logistic回归评估变量之间的关联以及学生是否符合PA建议。结果：学校和性别解释了中度至重度PA模型变异的6％。 SCT变量解释了模型变化的15％，其中模型的预测能力大部分来自自我效能感和社会支持。在西班牙裔学生中，性别与PA水平之间的相关性更强，而在非西班牙裔学生中，自我效能感的相关性更强。感知的环境变量对模型的贡献很小。结论：我们的发现增加了关于PA对小学生的影响的文献。非西班牙裔和西班牙裔学生在性别和自我效能感影响方面的差异表明，在这些领域中，可以对PA干预进行量身定制以提高疗效。需要进行更多的研究来了解不同的感知环境或不同年龄的感知指标是否可以更好地预测PA。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号