Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects.

The systematic analysis of factors that promote or impede physical activity in children is an urgent task for educational researchers. The present study investigated the reciprocal relationship between physical self-concept, teacher-assigned grades in physical education classes, and free-time physical activity, and analyzed positive and negative consequences of being in a class with high class-average physical ability. Data from a large, representative sample of 1,095 preadolescents from 66 classrooms were examined within a longitudinal framework. Multilevel analyses showed that membership in a class with high class-average physical ability was associated with lower physical self-concept and free-time physical activity and highlighted the significant role of teacher-assigned grades in the development of physical self-concept and physical activity. Furthermore, as predicted, there were positive reciprocal effects between physical self-concept and physical activity levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physical self-concept and self-esteem mediate cross-sectional relations of physical activity and sport participation with depression symptoms among adolescent girls.

The authors tested whether physical self-concept and self-esteem would mediate cross-sectional relations of physical activity and sport participation with depression symptoms among 1,250 girls in 12th grade. There was a strong positive relation between global physical self-concept and self-esteem and a moderate inverse relation between self-esteem and depression symptoms. Physical activity and sport participation each had an indirect, positive relation with global physical self-concept that was independent of objective measures of cardiorespiratory fitness and body fatness. These correlational findings provide initial evidence suggesting that physical activity and sport participation might reduce depression risk among adolescent girls by unique, positive influences on physical self-concept that operate independently of fitness, body mass index, and perceptions of sports competence, body fat, and appearance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of working life on health behavior: The effect of job strain on the cognitive predictors of exercise.

The theory of planned behavior (TPB) and R. A. Karasek's (1979) job strain model were used to investigate the predictors of exercise in a group of employees. A total of 241 employees completed an initial questionnaire; 1 week later 213 employees responded to a questionnaire measuring behavior. Employees in high-strain jobs did significantly less exercise than those in low-strain jobs, although they did not intend to do less, suggesting that work may impede the intention implementation. Intenders who failed to exercise had significantly higher work demands and lower exercise self-efficacy than intenders who succeeded in exercising. Work also affected exercise indirectly through self-efficacy. Thus, work may be a target for behavior change intervention because of its impact at 2 stages of the TPB. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A connectionist implementation of the theory of planned behavior: Association of beliefs with exercise intention.

The theory of planned behavior suggests attitudes are a product of salient beliefs. This study examined whether aggregating salient beliefs was plausible within a more biologically centered information-processing environment. A neural network was used to examine associations among beliefs relating to exercise intention. Data on intentions and behavioral, normative, and control beliefs from 114 respondents were used to train (by error backpropagation) a neural network to associate beliefs with intention. The R2 between the network's estimated and self-reported intention was .66. The network's representation comprised 6 belief profiles associated with high, moderate, or low behavioral intention. The neural network accommodated complex relationships among beliefs and belief-intention associations and indicated how high-level constructs such as attitudes may be viewed as the best fit (compromise state) between aroused beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The efficacy of an implementation intention intervention for promoting physical activity among individuals with spinal cord injury: A randomized controlled trial.

Objective: To evaluate the efficacy of an 8-week implementation intention intervention for promoting physical activity among individuals with spinal cord injury. Study Design: Randomized clinical trial. Method: Participants were randomly assigned to an implementation intention intervention (n = 26) or control (n = 28) condition and were asked to engage in 30 min of moderate to heavy intensity physical activity 3 times per week. Results: Participants who formed implementation intentions followed through with their physical activity intentions, engaging in more physical activity than participants in the control condition. Participants in the intervention condition also experienced sustained motivation and greater confidence to schedule physical activity compared with participants in the control condition. Implications: These findings suggest a role for implementation intentions in health promotion programs for people with spinal cord injury. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining social-cognitive determinants of intention and physical activity among Black and White adolescent girls using structural equation modeling.

Structural equation modeling was used to evaluate components within the theories of reasoned action (TRA), planned behavior (TPB), and self-efficacy (SET) for understanding moderate and vigorous physical activity among 1,797 Black and White adolescent girls. Modest to strong support was provided for components of TPB and SET; weak support was provided for components of TRA. Perceived behavioral control was related to vigorous physical activity. Self-efficacy was related to moderate and vigorous physical activity, and it accounted for the effect of intention on physical activity. The observed relationships were similar between Black and White girls. Self-efficacy and perceived behavioral control are independent influences on physical activity among Black and White adolescent girls and warrant study as potential mediators in physical activity interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of exercise intention and behavior during and after phase 2 cardiac rehabilitation: An application of the theory of planned behavior.

Objective: To evaluate the theory of planned behavior (TPB) as a framework for understanding exercise motivation during and after Phase 2 cardiac rehabilitation (CR). Design and Participants: Patients (57 men and 24 women) completed a TPB questionnaire that included attitudes, subjective norms, perceived behavioral control, and exercise intentions pre- and post-Phase 2 CR. Results: During Phase 2 CR, regression analyses indicated that attitude, subjective norm, and perceived behavioral control (PBC) explained 38% of the variance in exercise intention while intention explained 23% of the variance in exercise adherence. At postrehabilitation follow-up, attitudes, subjective norm, and PBC explained 51 % of the variance in exercise intention while intention explained 23% of the variance in exercise adherence. Conclusion: The TPB is a useful framework for understanding exercise intentions and behavior both during and after Phase 2 CR. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting walking intentions and exercise in individuals with intermittent claudication: An application of the theory of planned behavior.

Objective: To identify determinants of intention and walking activity among individuals with intermittent claudication using the theory of planned behavior. Study Design and Participants: Prospective, correlational study of men and women (n = 62) with intermittent claudication. Method: Baseline questionnaire assessing theory of planned behavior measures regarding walking. Telephone follow-up assessing frequency and duration of walking during the previous week. Results: Attitudes, subjective norms, and perceived behavioral control explained 67% of the variance in intentions. Perceived behavioral control explained 8% of the variance in walking activity. Conclusion: Findings support the theory of planned behavior for predicting intentions and warrant future examination of perceived behavioral control as a determinant of exercise. A basis for developing interventions to facilitate walking among this population is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementation intentions, occupational stress, and the exercise intention-behavior relationship.

Many individuals intend to exercise, but fail to link this intention to behavior. The present study examined the impact of an implementation intention intervention (i.e., instructions to form specific if-then plans) on an exercise intention-behavior relationship among working adults who varied in reported occupational stress levels. Results indicated that implementation intentions backfired, such that participants who did not form an implementation intention exercised significantly more than participants who formed an implementation intention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting behavioral intentions and physical exercise: A test of the health action process approach at the intrapersonal level.

Objective: Theories of health behavior are usually tested on the between-person level. Associations between variables on the between- and the within-person level, however, can differ substantially. Thus, in order to better understand intrapersonal processes in the domain of health behavior, studies applying within-person analyses are needed. This study tested the Health Action Process Approach (HAPA) on the within- and between-person level in the context of physical exercise. Design: Participants were 265 first-year students who completed nine online questionnaires every second week. Data were analyzed by focusing on intrapersonal associations applying multilevel modeling. Main Outcome Measures: Intentions for physical exercise and self-reported physical exercise served as main outcome measures. Results: Analyses mainly confirm associations specified by the HAPA at the intrapersonal level: outcome expectancies and self-efficacy, but not risk awareness, were positively associated with intentions for physical exercise. Physical exercise in turn was positively associated with intentions, self-efficacy, action control, but not with action planning. Conclusion: The HAPA could be confirmed on the within-person level. Future studies should focus on testing other theories of health behavior at the within-person level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.

The authors extended the internal/external frame of reference (I/E) model of self-concept formation by relating Chinese, English, and math achievement to Chinese, English, and math self-concepts in a 5-year longitudinal study based on a large (N?=?9,482) representative sample of Hong Kong high school students. Tests of the I/E model are typically based on math and English constructs for a single wave of data in Western countries, This study involved testing its cross-cultural generalizability to a non-Western country, including native and normative languages, as well as mathematics, and evaluating longitudinal effects over a 5-year period starting shortly before the beginning of high school. In support of the extended I/E model, (a) math, English, and Chinese achievements were highly correlated, whereas math, English, and Chinese self-concepts were nearly uncorrelated; (b) math, English, and Chinese achievements each had positive effects on the matching self-concept domain but negative effects on nonmatching domains (e.g., English achievement had a positive effect on English self-concept but negative effects on math and Chinese self-concepts); and (c) these results were very stable over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of intention to use condoms among university women: An application and extension of the theory of planned behavior.

The purpose of the study was to identify the variables that best predict whether or not young women intend to use condoms during their sexual encounters with new partners. 187 heterosexually experienced undergraduate women (mean age 20.9 yrs) completed a questionnaire battery including variables to assess all components of the Theory of Planned Behaviour (T0PB). The TOPB was a useful model for predicting intention to use condoms with a new partner. Prediction was improved beyond the TOPB by including specific beliefs (condom use demonstrates responsible sexual activity, condom use does not destroy trust), group norms, and birth control use (mediated by attitudes toward condoms). The practical implications for AIDS prevention programs designed to promote condom use among women are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept.

Aggressive Troublemaker (getting into physical fights, getting into trouble, being seen as a troublemaker, and being punished for getting into trouble) and Victim (being threatened with harm, not feeling safe) factors were related to 3 components of self-concept (General, Same Sex, and Opposite Sex) based on the large, nationally representative National Education Longitudinal Study of 1988 database. At 8th-, 10th-, and 12th-grade levels, Troublemaker and Victim constructs were reasonably stable over time and moderately positively correlated (many students were both troublemakers and victims). The Victim factor was negatively correlated with self-concept and had negative effects on subsequent self-concept. Whereas the Troublemaker factor was also correlated somewhat negatively with self-concept, it had small positive effects on subsequent self-concept: Low self-concept may trigger troublemaking behavior in a possibly successful attempt to enhance subsequent self-concept. Although boys had higher Troublemaker and Victim scores than did girls, the effects of these constructs on subsequent self-concepts were similar for boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use.

There is an increasing concern about teacher factors, such as burnout or low efficacy, which have been hypothesized to influence student outcomes like achievement or discipline problems. The current study examined how burnout and efficacy relate to student disciplinary actions (e.g., referrals to the principal and suspensions) and referrals for school-based support services (e.g., student support and special education), while adjusting for school-, teacher-, and student-level variables. Data were collected during the fall and spring of a single school year from 491 teachers regarding 9,795 students at 31 elementary schools. Contrary to expectations, having low teacher efficacy in the fall was associated with a reduction in student referrals to the student support team. Also unexpectedly, teachers with high burnout in the fall were less likely to have students who received an out-of-school suspension by the spring. These findings enhance our understanding of the teacher factors that influence student outcomes and may inform the development of screenings and teacher-targeted interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others.

Two studies integrate the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on academic self-concept, ASC), which is based upon educational psychological research, with related social psychological research that is based on social comparison theory. Critical distinctions are the nature of the social comparison processes that are based on generalized-other (class- or school-average) or individual (target comparison classmate) comparisons, and the nature of self-belief constructs that invoke normative (social comparison) or absolute frames of reference. In a large cross-national study (26 countries; 3,851 schools; 103,558 students), school-average ability negatively affected ASC but had little effect on 4 other self-belief constructs that did not invoke social comparison processes. In Study 2 (64 classes; 764 students), 2 sources of social comparison information (class-average achievement and achievement of an individually selected target comparison classmate) each had distinct, substantial negative effects on agency self-beliefs that invoked social comparison processes but not on metacognitive responses that did not invoke these processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.

The trans-contextual model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. High school students completed measures of perceived autonomy support and perceived locus of causality in physical education. One week later, participants' perceived locus of causality and constructs from the theory of planned behavior were assessed in leisure time. Leisure-time physical activity behavior was measured 5 weeks later. Perceived autonomy support in physical education affected leisure-time physical activity directly and indirectly through a motivational sequence involving internal perceived locus of causality, attitudes, perceived behavioral control, and intentions. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Posttraumatic distress and physical functioning: A longitudinal study of injured survivors of community violence.

This study examines the cross-lagged relationships between posttraumatic distress symptoms and physical functioning, using a sample of 413 persons who were hospitalized for injuries resulting from community violence. Posttraumatic distress was assessed at 1 week, 3 months, and 12 months postinjury, and posttraumatic physical functioning was assessed at 3 months and 12 months. Structural equation modeling was used to assess the prospective relationship between posttraumatic distress symptoms and physical functioning while controlling for demographic characteristics and objective measures of injury severity. Results indicate that posttraumatic distress and physical functioning are reciprocally related. Individuals with high levels of psychological distress at 1 week posttrauma have worse physical functioning at 3 months. Psychological distress at 3 months was not significantly associated with subsequent change in physical functioning at 12 months. Individuals with poor physical functioning at 3 months had higher than expected levels of psychological distress at 12 months. These findings demonstrate a reciprocal relationship between physical and mental health following traumatic injury. Interventions targeting physical recovery may influence subsequent mental health, and therapies aimed at improving early mental health may also have long-term benefits for physical recovery. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format.

Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students' affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)