Barriers, Expectancy-Value Beliefs, and Physical Activity Engagement Among Adults With Visual Impairments

2020 ◽  
pp. 1-21
Author(s):  
T.N. Kirk ◽  
Justin A. Haegele ◽  
Xihe Zhu
Keyword(s):  
Physical Activity ◽  
Intrinsic Value ◽  
Visual Impairments ◽  
Value Theory ◽  
Hierarchical Regression ◽  
Expectancy Value ◽  
Activity Engagement ◽  
Correlational Approach ◽  
The Relationship ◽  
Barriers To Physical Activity

The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

scholarly journals Parents Shape their Children’s Physical Activity During Unstructured Recess Through Intrinsic Value the Children Possess

2021 ◽  
pp. 103-113
Author(s):  
Yangyang Deng ◽  
Yongju Hwang ◽  
Todd Layne ◽  
Sami Yli-Piipari
Keyword(s):  
Physical Activity ◽  
Intrinsic Value ◽  
Value Theory ◽  
School Students ◽  
Convenience Sample ◽  
Expectancy Value ◽  
Task Values ◽  
School Time ◽  
Beliefs And Values ◽  
And Task

Parents beliefs processes has shown to relate to their children’s decisions making. Thus, grounded in the expectancy-value theory, the aim of this study was to examine parents’ role in shaping elementary school students’ beliefs and task values toward students’ school-time physical activity (PA) and their moderate-to-vigorous (MVPA) behavior during unstructured recess. A convenience sample of 115 (Mage = 10.12±1.81) children and their parents/guardians were recruited, and their expectancy-beliefs and attainment, utility, and interest values toward school-time PA were assessed. In addition, children’s MVPA during recess was measured using waist-attached accelerometers. Results showed that parents impacted children’s recess PA in different ways depending on children’s gender. In girls, parents’ beliefs and values transferred directly to the subsequent values of their children, whereas parents’ beliefs were the central predictors of boys’ beliefs and values. Parents’ intrinsic value moderated girls’ MVPA via the intrinsic value of the participants possessed (Z = 1.73, p = .010, 90% CI [.36, 2.93]), whereas parents’ beliefs moderated boys’ intrinsic value – MVPA relationship (Z = .78, p < .001, 90% CI [.39, 1.10]). This study suggests applying gender-specific strategies when trying to understand how beliefs and task values impact PA-related behaviors.

Behavioral Correlates of Depression Among Adults with Visual Impairments

2021 ◽  
pp. 0145482X2110466
Author(s):  
Justin A. Haegele ◽  
Xihe Zhu ◽  
Sean Healy
Keyword(s):  
Physical Activity ◽  
Visual Impairment ◽  
Sleep Duration ◽  
Visual Impairments ◽  
The United States ◽  
Sitting Time ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
The Impact ◽  
Negative Predictor

Introduction: This study sought to examine: (a) the associations between physical activity, sedentary time, and sleep duration, as discrete behaviors, with depression among adults with visual impairments; and (b) the impact of meeting none, one, two, or three of the guidelines for these behaviors on depression among adults with visual impairments. Materials: One hundred eighty-two ( Mage = 44.8) adults with visual impairments, recruited via email through two visual impairment organizations in the United States, completed the International Physical Activity Questionnaire–Short Form, a sleep duration question, the Major Depression Inventory, and a demographic questionnaire. Based on results from the questionnaires, dichotomous variables for meeting or not meeting physical activity, sleep, and sitting guidelines were created. Data were analyzed using three components: a descriptive analysis, Pearson product-moment correlation analyses, and hierarchical regression analyses. Results: Overall, 14.8% of participants were categorized as having some degree of depression. Meeting the sleep guideline was a significant negative predictor of depression scores in the hierarchical regression analyses. The number of guidelines met was a negative predictor for depression score controlling for other variables. Discussion: Adequate sleep, as well as meeting all three guidelines synergistically, was meaningful in influencing depression among this population. The current study’s results should prompt the continued examination of health-behaviors among adults with visual impairment using a more holistic 24-hour activity cycle framework. Implications for practitioners: This study supports the utilization of multi-behavioral interventions to reduce the risk of depression by enhancing physical activity and sleep, while reducing sitting time, among this population.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

scholarly journals Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

2020 ◽  
Vol 44 (4) ◽  
pp. 491-507 ◽  
Author(s):  
Theresa Schnettler ◽  
Julia Bobe ◽  
Anne Scheunemann ◽  
Stefan Fries ◽  
Carola Grunschel
Keyword(s):  
Undergraduate Students ◽  
Intrinsic Value ◽  
Value Theory ◽  
Drop Out ◽  
Multilevel Regression ◽  
Expectancy Value Theory ◽  
Final Exam ◽  
Expectancy Value ◽  
Motivational Process ◽  
And Mathematics

Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

scholarly journals Examining the Relationship between Cellphone Use Behavior, Perceived Exercise Benefit and Physical Exercise Level among University Students in Taiwan

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 556
Author(s):  
Mei-Ling Lin ◽  
Wen-Yi Wang ◽  
Chun-Chin Liao ◽  
Yu-Jy Luo ◽  
Chun-Chieh Kao
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Physical Activity Level ◽  
Cross Sectional Study ◽  
Activity Level ◽  
Hierarchical Regression ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Use Behavior ◽  
The Relationship

This study investigated how perceived exercise benefit affects the relationship between cellphone usage and physical activity level. This cross-sectional study performed a survey of Taiwanese university students selected using cluster sampling. A total of 975 students were recruited (male = 367, female = 608, average age = 20.10 ± 1.42). Data were analyzed using descriptive statistics, correlation analysis, and hierarchical regression. The results show that cellphone usage was negatively correlated with physical activity level, whereas perceived exercise benefit was negatively correlated with cellphone usage and positively correlated with physical activity level. In hierarchical regression, the main effects of cellphone usage and perceived exercise benefit explained 22% of the variance in physical activity level. After controlling for the main effect, the interaction term accounted for an additional 1% of the variance. Cellphone usage and perceived exercise benefit thus had significant power to explain physical activity level. The results of this study reveal a novel phenomenon—that students who perceived the benefits of exercise to be greater are more physically active.

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