Self-Efficacy and Outcome Expectancy in Beginning Weight Training Class

2008 ◽  
Vol 79 (1) ◽  
pp. 92-100 ◽  
Author(s):  
Zan Gao ◽  
Ping Xiang ◽  
Amelia M. Lee ◽  
Louis Harrison
Keyword(s):  
Self Efficacy ◽  
Weight Training ◽  
Outcome Expectancy ◽  
Training Class

scholarly journals Evaluation of Physical Activity Participation, Self-Efficacy and Outcome Expectancy for Employees Participating in Exercise Is Medicine® On Campus Program

2021 ◽  
Vol 17 (4) ◽  
pp. 41-48
Author(s):  
Maximilian Gastelum-Morales ◽  
Lisa Leininger ◽  
Joanna Morrissey ◽  
Ryan Luke ◽  
Mark DeBeliso
Keyword(s):  
Physical Activity ◽  
Resistance Training ◽  
Self Efficacy ◽  
California State University ◽  
Outcome Expectancy ◽  
Health Promotion Program ◽  
Monterey Bay ◽  
State University ◽  
Exercise Participation ◽  
Training Class

Exercise Is Medicine® On Campus (EIM-OC) is a worldwide initiative from the American College of Sports Medicine (ACSM) to promote physical activity (PA) at universities. California State University, Monterey Bay (CSUMB) implemented this initiative in Fall 2019 with offerings to students and employees. For employees, an “Introduction to Resistance Training Class” was offered. Participants attended classes two times per week, with the sessions lasting approximately fifty minutes. The purpose of this study was to evaluate the EIM-OC employee Introduction to Resistance Training class for its effectiveness on increasing PA, self-efficacy, and outcome expectancy. The research design was pre-post, with participants completing online questionnaires before and after the course. The Godin Leisure Time Physical Activity Questionnaire (LTPQ), Resistance Training Self-Efficacy and Outcome Expectancy Questionnaire, and Self-Efficacy and the Maintenance of Exercise Participation in Older Adults Questionnaire were included. The training class had a total of 14 female participants, 12 of which completed the pre- and post-questionnaires. There was a significant increase (t=-3.2, df=11, p=.004) in resistance training self-efficacy score following the course (M=3.52±1.03 versus M=4.31±.56). Resistance training outcome expectancy score was also statistically significant (t=-2.54, df=11, p=.01) following the course (M=4.48±.53 versus M=4.71±.37). There were increases in strenuous exercise days, physical activity scores, and future resistance training self-efficacy, although they were not statistically significant. The results of this study indicate that employee exercise classes, as part of the EIM-OC initiative, can be effective in increasing resistance training self-efficacy, and outcome expectancy. These indicators are important for individuals to maintain lifelong PA therefore future programming and research on EIM-OC should continue. KEYWORDS: Exercise Is MedicineⓇ-On Campus; Resistance Training; Physical Activity; Exercise; Worksite Health Promotion Program; Self-Efficacy; Outcome Expectancy; Employees; California State University, Monterey Bay

Self-Efficacy, the Drive for Muscularity, and Weight-Training Behavior

2006 ◽  
Author(s):  
Krista J. Munroe-Chandler ◽  
Kimberley L. Gammage ◽  
Craig R. Hall
Keyword(s):  
Self Efficacy ◽  
Weight Training ◽  
Drive For Muscularity

Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.

1989 ◽  
Vol 81 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Duane F. Shell ◽  
Carolyn C. Murphy ◽  
Roger H. Bruning
Keyword(s):  
Self Efficacy ◽  
Outcome Expectancy ◽  
Writing Achievement ◽  
Reading And Writing

scholarly journals Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

2020 ◽  
Vol 45 (9) ◽  
pp. 79-91
Author(s):  
Gillian Ward ◽  
◽  
Helen Dixon ◽  
Helen Withy ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Significant Contribution ◽  
Experienced Teachers ◽  
Outcome Expectancy ◽  
Primary Science ◽  
Positive Attitudes ◽  
Over Time

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

Ontwikkeling van Begrijpelijke Definities en Operationalisatieinstructies voor Constructen binnen de Theorie van Self-Efficacy

2021 ◽  
Author(s):  
Lisa Kuijf
Keyword(s):  
Self Efficacy ◽  
Outcome Expectancy ◽  
Efficacy Outcome ◽  
Mastery Experiences ◽  
General Self Efficacy

Self-efficacy is een robuuste voorspeller als het gaat om (gezondheids)gedrag en de theorie van self-efficacy wordt daarom vooral ingezet voor effectieve preventie. Ondanks het belang en de noodzaak van de theorie, is er in de psychologie een gebrek aan eenduidigheid van definities en operationalisaties. Er zijn in de literatuur veel verschillende constructen met (deels of geheel) dezelfde inhoud, en daartegenover worden dezelfde constructen in verschillende theorieën anders gedefinieerd. Dit geeft problemen in het trekken van conclusies, als het immers niet duidelijk is welke precieze definitie wordt aangehouden. Bovendien zijn definities van constructen die deel uitmaken van de theorie van self-efficacy, vaak te beknopt en vaag beschreven in de literatuur, zo ook de oorspronkelijke definities van de constructen van de theorie van self-efficacy. Conceptuele onduidelijkheid heeft een grote heterogeniteit aan meetinstrumenten tot gevolg. In deze thesis zijn definities van de constructen general self-efficacy, specific self-efficacy, outcome expectancy en enactive mastery experiences zo eenduidig en uitgebreid mogelijk gedefinieerd, waarbij ook de grenzen zijn afgebakend van waar de constructen niet over gaan. Bovendien zijn er instructies beschreven voor het ontwikkelen van meetinstrumenten voor de constructen. Dit alles is beschreven door middel van het format Decentralized Construct Taxonomies. Oorspronkelijke definities van de constructen bleken erg summier. Veelgebruikte meetinstrumenten voor de constructen bleken niet geheel geschikt voor de hier ontwikkelde definities, en daarom zijn in deze thesis gedetailleerde instructies beschreven voor het ontwikkelen van meetinstrumenten voor deze constructen.

scholarly journals Mediators of Lifestyle Behaviour Changes in Obese Pregnant Women. Secondary Analyses from the DALI Lifestyle Randomised Controlled Trial

Nutrients ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 311 ◽  
Author(s):  
Mireille NM van Poppel ◽  
Judith G.M. Jelsma ◽  
David Simmons
Keyword(s):  
Physical Activity ◽  
Behaviour Change ◽  
Healthy Eating ◽  
Self Efficacy ◽  
Perceived Risk ◽  
Controlled Trial ◽  
Outcome Expectancy ◽  
Care Group ◽  
Lifestyle Behaviour ◽  
Intervention Effects

A better understanding of what drives behaviour change in obese pregnant overweight women is needed to improve the effectiveness of lifestyle interventions in this group at risk for gestational diabetes (GDM). Therefore, we assessed which factors mediated behaviour change in the Vitamin D and Lifestyle Intervention for GDM Prevention (DALI) Lifestyle Study. A total of 436 women, with pre-pregnancy body mass index ≥29 kg/m2, ≤19 + 6 weeks of gestation and without GDM, were randomised for counselling based on motivational interviewing (MI) on healthy eating and physical activity, healthy eating alone, physical activity alone, or to a usual care group. Lifestyle was measured at baseline, and at 24–28 and 35–37 weeks of gestation. Outcome expectancy, risk perception, task self-efficacy and social support were measured at those same time points and considered as possible mediators of intervention effects on lifestyle. All three interventions resulted in increased positive outcome expectancy for GDM reduction, perceived risk to the baby and increased task self-efficacy. The latter mediated intervention effects on physical activity and reduced sugared drink consumption. In conclusion, our MI intervention was successful in increasing task self-efficacy, which was related to improved health behaviours.

scholarly journals Effects of Active Video Games on Children’s Psychosocial Beliefs and School Day Energy Expenditure

2019 ◽  
Vol 8 (9) ◽  
pp. 1268 ◽  
Author(s):  
Zan Gao ◽  
Zachary C. Pope ◽  
Jung Eun Lee ◽  
Minghui Quan
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Intervention Group ◽  
Outcome Expectancy ◽  
Caloric Expenditure ◽  
Post Intervention ◽  
Active Video Games ◽  
Active Video ◽  
School Day ◽  
Post Intervention Group

Purpose: Examine the effects of active video games (AVGs) on children’s school-day energy expenditure (EE) and physical activity (PA)-related self-efficacy, social support, and outcome expectancy over 9 months. Method: Participants were 81 fourth grade students ( X ¯ age = 9.23 years, SD = 0.62; 39 girls) from two urban Minnesota elementary schools. A once-weekly 50 min AVG intervention was implemented in the intervention school for 9 months in 2014–2015 while the control school continued regular recess. Children’s school-day EE (daily caloric expenditure) and mean daily metabolic equivalent (MET) values were estimated via accelerometry whereas self-efficacy, social support, and outcome expectancy were assessed with psychometrically-validated questionnaires. All measures were completed at baseline and at the 4th and 9th months. Results: We observed significant interaction effects for daily caloric expenditure, F(1, 58) = 15.8, p < 0.01, mean daily MET values, F(1, 58) = 11.3, p < 0.01, and outcome expectancy, F(1, 58) = 4.5, p < 0.05. Specifically, intervention children had greater increases in daily caloric expenditure (91 kilocalorie/day post-intervention group difference), with control children decreasing daily caloric expenditure over time. We observed identical trends for mean daily MET values (0.35 METs/day post-intervention group difference). Interestingly, we observed outcome expectancy to increase in the control children, but decrease among intervention children, at post-intervention (1.35 group difference). Finally, we observed a marginally significant interaction effect for social support, F(1, 58) = 3.104, p = 0.08, with an increase and decrease seen in the intervention and control children, respectively. We observed no interaction or main effects for self-efficacy. Discussion: Observations suggested an AVG intervention contributed to longitudinal increases in school-day EE and social support compared to the control condition. Future research should examine how self-efficacy and outcome expectancy might be promoted during school-based AVG interventions.

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