scholarly journals The Association Between Study Time, Grade Point Average And Physical Activity Participation In College Students

2009 ◽  
Vol 41 ◽  
pp. 297 ◽  
Author(s):  
Jennifer I. Flynn ◽  
Anna K. Piazza ◽  
Joshua J. Ode
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Grade Point Average ◽  
Study Time ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Grade Point

scholarly journals Health-Related Social Control Influences the Physical Activity of College Students

2019 ◽  
Vol 12 (1) ◽  
pp. 181-187
Author(s):  
Kelly A. Cotter ◽  
Jennifer A. Mendiola
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Social Control ◽  
Level Structure ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Social Partner ◽  
Individual Level ◽  
Health Related ◽  
The Impact

Objective: To examine the impact of health-related social control tactics on the physical activity behavior of college students. Participants: 110 undergraduates (74% women) recorded their naturalistic behavior across eight consecutive days between March and May of 2010. Methods: A short-term longitudinal daily diary survey examined daily self-reports of received health-related social control (the direct regulation of a target’s health behaviors by a social partner) and minutes engaged in physical activity. Results: Multilevel modeling according to a two-level structure in which observations (Level 1) were nested within individuals (Level 2) revealed that positive social control for exercise (e.g., encouragement) had a positive effect on physical activity participation, both within-persons (intra-individual level) and between-persons (inter-individual level). Negative social control (e.g., nagging) had no effect on physical activity participation. Conclusion: The present results suggest that individuals should employ positive social control tactics when attempting to enhance the physical activity behaviors of college students.

Behavioral Self-Control in Treating Procrastination of Studying

1978 ◽  
Vol 42 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Harold A. Ziesat ◽  
Ted L. Rosenthal ◽  
Glenn M. White
Keyword(s):  
College Students ◽  
Grade Point Average ◽  
Stimulus Control ◽  
Study Time ◽  
Self Control ◽  
Placebo Control ◽  
Control Procedure ◽  
Experimental Conditions ◽  
Grade Point ◽  
Significant Change

56 college students who procrastinated in studying were given either behavioral self-control training or a nondirective, attention-placebo control procedure. Experimental clients were exposed to training in either stimulus control, self-reinforcement, or a combination of the two. Half of these clients used self-punishment; half did not. Half were trained individually and half in groups of four. In terms of reported amount of study time and attitudes toward studying, experimental clients improved, whereas control clients did not. However, there were no significant differences among experimental subconditions. Neither control nor experimental conditions resulted in any significant change in over-all grade point average.

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