Changes in Physical Activity Domains During the Transition Out of High School: Psychosocial and Environmental Correlates

2015 ◽  
Vol 12 (10) ◽  
pp. 1414-1420 ◽  
Author(s):  
Javier Molina-García ◽  
Ana Queralt ◽  
Isabel Castillo ◽  
James F. Sallis
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Education ◽  
Leisure Time Physical Activity ◽  
Active Commuting ◽  
School Students ◽  
Physical Activity Change ◽  
Environmental Correlates

Background:This study examined changes in multiple physical activity domains during the transition out of high school and psychosocial and environmental determinants of these changes.Methods:A 1-year prospective study was designed. The baseline sample was composed of 244 last-year high school students (58.6% female) from Valencia, Spain. Follow-up rate was 46%. Physical activity and potential determinants were measured by the Global Physical Activity Questionnaire and other evaluated scales in 2 waves.Results:Total physical activity and active commuting (AC) decreased, respectively, by 21% and 36%, only in males. At time 1, access to car/motorbike (inverse), planning/psychosocial barriers (inverse), street connectivity (positive) and parental education (inverse) were significantly associated with AC (P < .05). Prospectively, the increase in distance to school/workplace was associated with AC decrease among males (P < .001). In both genders, there was a decrease in leisure-time physical activity (LTPA; –35% in males, –43% in females). At time 1, self-efficacy and social support were positive correlates of LTPA (P < .05). Social support decreases were associated with reductions in LTPA for males (P < .05).Conclusions:Several psychosocial and environmental correlates of physical activity change were identified, and these are promising targets for interventions.

Identifying Combinations of Risk and Protective Factors Predicting Physical Activity Change in High School Students

2011 ◽  
Vol 23 (1) ◽  
pp. 106-121 ◽  
Author(s):  
Genevieve Fridlund Dunton ◽  
Audie A. Atienza ◽  
James Tscherne ◽  
Daniel Rodriguez
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
School Students ◽  
Physical Activity Change ◽  
Smoking Exposure ◽  
One Year ◽  
11Th Grade

Research sought to identify combinations of risk and protective factors predicting change in physical activity (PA) over one year in high school students. Adolescents (N = 344; M = 15.7 years) participated in a longitudinal study with assessment of demographics, substance use/smoking exposure, height and weight, psychological factors, and PA in 10th and 11th grade. PA participation in 11th grade was greatest for adolescents who engaged in PA and had high sports competence (78%), and least for adolescents who did not engage in or enjoy PA (13%) in 10th grade. Identifying adolescent subgroups at risk for decreasing PA can inform the development of tailored interventions.

Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

2019 ◽  
Vol 38 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Stéphanie Girard ◽  
Jérôme St-Amand ◽  
Roch Chouinard
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Perceived Competence ◽  
Motivational Climate ◽  
School Students ◽  
Mastery Goals

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

scholarly journals Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model

2020 ◽  
Vol 24 (1) ◽  
pp. 12-20
Author(s):  
G. Erturan ◽  
R. McBride ◽  
B. Agbuga
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Self Regulation ◽  
School Students ◽  
Proposed Model

Background and Study Aim : The purpose of this study was to examine the mediating role of self-efficacy and self-regulation between achievement goals and leisure time physical activity among Turkish high school students. Material and Methods : Four hundred and sixty-four high school students (216 male; 248 female) enrolled in physical education classes voluntarily participated in the study. To assess whether the data fit the proposed model structural equation modelling was used. Results: Results revealed that self-efficacy mediated the effects of mastery-approach, mastery-avoidance, and performance-approach goals on leisure time physical activity. Self-regulation was not a mediator of achievement goals and did not predict leisure time physical activity. Conclusions: This study revealed the importance of self-efficacy in physical education to promote students’ leisure time physical activity.

Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model

2020 ◽  
Vol 24 (1) ◽  
pp. 12-20
Author(s):  
G. Erturan ◽  
R. McBride ◽  
B. Agbuga
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Self Regulation ◽  
School Students ◽  
Proposed Model

Background and Study Aim : The purpose of this study was to examine the mediating role of self-efficacy and self-regulation between achievement goals and leisure time physical activity among Turkish high school students. Material and Methods : Four hundred and sixty-four high school students (216 male; 248 female) enrolled in physical education classes voluntarily participated in the study. To assess whether the data fit the proposed model structural equation modelling was used. Results: Results revealed that self-efficacy mediated the effects of mastery-approach, mastery-avoidance, and performance-approach goals on leisure time physical activity. Self-regulation was not a mediator of achievement goals and did not predict leisure time physical activity. Conclusions: This study revealed the importance of self-efficacy in physical education to promote students’ leisure time physical activity.

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