Measurement of Self-Efficacy and Proxy Efficacy for Middle School Youth Physical Activity

2007 ◽  
Vol 29 (3) ◽  
pp. 310-332 ◽  
Author(s):  
David A. Dzewaltowski ◽  
Konstantinos Karteroliotis ◽  
Greg Welk ◽  
Judy A. Johnston ◽  
Dan Nyaronga ◽  
...  
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Self Efficacy ◽  
After School ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Middle School Youth ◽  
Proxy Efficacy ◽  
School Youth

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth’s confidence in his or her skills and abilities to get others to act in one’s interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day’s after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1–3 days, SEPA for 5–7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1–3 days and 5–7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.

Physical Education’s Contribution to Daily Physical Activity Among Middle School Youth

2012 ◽  
Vol 24 (4) ◽  
pp. 634-648 ◽  
Author(s):  
Brandon L. Alderman ◽  
Tami Benham-Deal ◽  
Aaron Beighle ◽  
Heather E. Erwin ◽  
Ryan L. Olson
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Daily Physical Activity ◽  
School Students ◽  
Physically Active ◽  
Highly Active ◽  
School Based ◽  
Middle School Youth ◽  
Compensatory Effect ◽  
School Youth

Little is known about the exact contribution of physical education (PE) to total daily physical activity (PA) among children and adolescents. Therefore, the purpose of this study was to describe the PA of middle school students during PE and non-PE days and determine if children would compensate for a lack of PE by increasing their PA later in the day. Two hundred seventy nine students (159 boys, 120 girls) wore pedometers (Walk4Life LS252, Plainfield, IL) during 5 school days, with at least two of the days including scheduled PE. The least (~1,575; 31% increase), moderately (~2,650; 20% increase), and most highly active students (~5,950; 34% increase) accumulated significantly more daily step counts on days when they participated in PE. Nearly three times the percent of boys (37%) and more than two times the percent of girls (61%) met the recommended steps/day guidelines on days when PE was offered. Rather than a compensatory effect, the most highly active students were more active on school days with PE, even after accounting for the steps they accrued in PE. The evidence is consistent with other studies that have found that PE contributes meaningfully to daily PA, that youth do not compensate when they are not provided opportunities to be physically active in school-based programs, and some youth are stimulated to be more active when they participate in school-based PA programs.

scholarly journals Intrapersonal, Behavioral and Environmental Factors Associated With Meeting Recommended Physical Activity Among Rural Latino Youth

2011 ◽  
Vol 23 (4) ◽  
pp. 521-536 ◽  
Author(s):  
Cynthia K. Perry ◽  
Brian E. Saelens ◽  
Beti Thompson
Keyword(s):  
Physical Activity ◽  
Environmental Factors ◽  
Physical Activity Level ◽  
Latino Youth ◽  
Activity Level ◽  
After School ◽  
Factors Associated ◽  
Middle School Youth ◽  
Recommended Physical Activity ◽  
School Youth

This study aimed to identify intrapersonal, behavioral, and environmental factors associated with engaging in recommended levels of physical activity among rural Latino middle school youth. Data were from an anonymous survey of 773 Latino youth (51% female) about level of and barriers and motivators to physical activity, risk behaviors, and park use. Logistic regression models identified factors correlated with meeting recommended levels of physical activity (5 days or more 360 min/day). Thirty-four percent of girls and 41% of boys reported meeting this physical activity recommendation. Participation in an organized after school activity (p < .001) and in physical education (PE) classes 5 days a week (p < .001) were strongly associated with meeting recommended physical activity level. Making PE available 5 days a week and creating opportunities for organized after school physical activity programs may increase the number of rural Latino middle school youth who meet recommended physical activity level.

After-School Physical Activity and Eating Behaviors of Middle School Students in Relation to Adult Supervision

2012 ◽  
Vol 44 (4) ◽  
pp. 326-334 ◽  
Author(s):  
Wayne C. Miller ◽  
Michelle Hering ◽  
Carrie Cothran ◽  
Kim Croteau ◽  
Rebecca Dunlap
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Eating Behaviors ◽  
After School ◽  
School Students ◽  
Adult Supervision

scholarly journals Children's self-efficacy and proxy efficacy for after-school physical activity

2010 ◽  
Vol 11 (2) ◽  
pp. 100-106 ◽  
Author(s):  
David A. Dzewaltowski ◽  
Karly S. Geller ◽  
Richard R. Rosenkranz ◽  
Konstantinos Karteroliotis
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
After School ◽  
Proxy Efficacy

scholarly journals PARENTS’ PERCEPTIONS OF THE IMPORTANCE OF PHYSICAL ACTIVITY AND THEIR CHILDREN´S ABILITY

2015 ◽  
Vol 4 (99) ◽  
pp. 25-29
Author(s):  
Vello Hein
Keyword(s):  
Physical Activity ◽  
School Students ◽  
Physical Ability ◽  
Physically Active ◽  
Confirmatory Factor Analyses ◽  
The Past ◽  
Factorial Model ◽  
Confirmatory Factor ◽  
Promotion Of Physical Activity ◽  
Children’S Physical Activity

Background. It is well known that parents influence physical activity of their children. Determining the factors related to parents’ perception of the importance of physical activity and physical fitness enables enhancing the promotion of physical activity among children in the future. Methods. A total of 237 parents of children aged between 5 and 10 years participated in the study. Confirmatory factor analysis was used to estimate factor structure of the questionnaire “Parents Perceptions of the Importance of Physical Activity and Their Children´s Ability Questionnaire”. To investigate the differences between groups Independent-sample t-test was used. Cohen’s d was used to estimate effect size. Results. Confirmatory factor analyses showed that the eight-issue two-factorial model psychometric parameters were acceptable in order to assess parents’ perception of the importance of physical activity and ability (RMSEA = .072; NFI = .97; CFI = .98; NNFI = .98). Parents who were physically active in the past and were active in the present evaluated the importance of physical activity more than inactive parents. Parents’ assessments of the importance of physical activity and ability were not significantly different depending on parents’ education, university or secondary/ high education. Conclusion. The questionnaire used is a valid measure of parents´ assessments of the importance of physical activity and physical ability of the Estonian school students. The questionnaire enables us to identify parents’ assessments of the importance of physical activity and physical ability, which may be considered as one of the factors related to children’s physical activity.

scholarly journals The Prevalence of Rape Myths among Middle School Students across Gender and Socioeconomic Background

2017 ◽  
Vol 11 (3) ◽  
pp. 42-56 ◽  
Author(s):  
Melissa Dyehouse ◽  
Mary Pilat
Keyword(s):  
Middle School ◽  
Rape Myths ◽  
Rape Myth Acceptance ◽  
Rape Myth ◽  
Socioeconomic Background ◽  
School Students ◽  
Before And After ◽  
Middle School Youth ◽  
School Youth ◽  
Myth Acceptance

A study designed to investigate the level and type of rape myths that are endorsed among middle school youth in terms of gender and socioeconomic background is reported in this paper. Participants were 582 seventh and eighth grade students who took part in Project Equality, a rape and sexual assault prevention curriculum that took place during eight, one and a half-hour sessions. The modified Illinois Rape Myth Acceptance Scale was administered to students before and after Project Equality. Results indicate that males endorse higher levels of rape myth acceptance, both before and after the intervention, although the number of endorsed myths decreased. Rape myth endorsement decreased following the intervention among participants of differing socioeconomic backgrounds. Males and females showed lower levels of rape myth acceptance following the intervention. Implications include finding more effective ways to target male youth and that Project Equality works to lower rape myths among middle school youth. 

Gender comparisons of perceived benefits of and barriers to physical activity in middle school youth

2009 ◽  
Vol 32 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Lorraine B. Robbins ◽  
Alla Sikorskii ◽  
Lauren M. Hamel ◽  
Tsu-Yin Wu ◽  
JoEllen Wilbur
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Perceived Benefits ◽  
Gender Comparisons ◽  
Middle School Youth ◽  
School Youth ◽  
Barriers To Physical Activity
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