scholarly journals Does Better Health-Related Knowledge Predict Favorable Health Behavior in Adolescents?

2020 ◽  
Vol 17 (5) ◽  
pp. 1680
Author(s):  
Gabriella Nagy-Pénzes ◽  
Ferenc Vincze ◽  
János Sándor ◽  
Éva Bíró
Keyword(s):  
Health Behavior ◽  
Structural Equation ◽  
Eating Habits ◽  
Equation Modeling ◽  
School Students ◽  
School Aged Children ◽  
Comprehensive Health ◽  
Health Related ◽  
Socioeconomic Data ◽  
And Behavior

The importance of puberty on later health status and behavior is indisputable, which also means that it is worth making intervention efforts during this period of life. However, whether better health-related knowledge is correlated with favorable health behavior in adolescents is an important, still unanswered question. Our objective was to examine this relationship. The participants were ninth-grade secondary school students. Data were collected using anonymous, self-administered questionnaires. The knowledge-related questions were compiled by the authors, while the questions concerning eating habits, physical activity, demographic and socioeconomic data were taken from the Health Behavior in School-Aged Children survey. The relationship between knowledge and behavior was investigated with structural equation modeling adjusted for gender, age, and socioeconomic status. The results demonstrated a good fit to the data, but better knowledge was not related to behavior in our sample. This finding suggests that adolescents’ health behavior is highly influenced by the living context; therefore, appropriate knowledge is necessary but not sufficient to improve adolescents’ behavior. Hence, comprehensive health promotion programs could provide solutions for encouraging healthy behavior.

Relationships Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students

2016 ◽  
Vol 35 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Liz Haslem ◽  
Carol Wilkinson ◽  
Kevin A. Prusak ◽  
William F. Christensen ◽  
Todd Pennington
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Perceived Competence ◽  
Equation Modeling ◽  
School Students ◽  
Health Related ◽  
Competence Motivation ◽  
Health Related Fitness

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school students (N = 280) at the end of a CPE course completed the following: Behavioral Regulation in Exercise Questionnaire–2, Godin Leisure–Time Exercise Questionnaire, Perceived Competence Scale, and a HRFK Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of HRFK, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. A relationship also existed between HRFK and external regulation indicating students felt controlled. Suggested value-promoting activities could help students value concepts being taught.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Motivating and Retaining Festival Patronage

2020 ◽  
Vol 24 (4) ◽  
pp. 447-461
Author(s):  
Michelle (Myongjee) Yoo ◽  
Miranda Kitterlin-Lynch ◽  
Bomin Kim
Keyword(s):  
Structural Equation ◽  
Customer Relationship ◽  
Equation Modeling ◽  
Organization And Management ◽  
Customer Relationship Marketing ◽  
Study Results ◽  
And Behavior ◽  
The Relationship ◽  
Self Administered Questionnaire ◽  
Theoretical Foundations

Globally, festivals and host communities face increased competition each year from one another and from the myriad of alternate entertainment options. To remain competitive, festival organizers must fully understand what keeps festival attendees coming back year after year. Festivalscape has been an emerging concept of value in this arena, and previous studies have found that festivalscape has an effect on the attendees' emotion and behavior that influences their overall perceived value of the festival. The purpose of this study is to examine the relationship between festivalscape and the attendees' motivation, satisfaction, and loyalty. A self-administered questionnaire was developed and a structural equation modeling (SEM) was employed to test the proposed hypotheses. Study results support the hypotheses, indicating the importance of using festivalscape factors for festival organization and management and effective customer relationship marketing. Further, this study provides academic contributions to theoretical foundations by confirming the effects of these factors. This study also provides practical implications for managing festivals effectively and successfully.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students

2015 ◽  
Vol 34 (3) ◽  
pp. 424-441 ◽  
Author(s):  
Dimitrios C. Milosis ◽  
Athanasios G. Papaioannou ◽  
Theophanis A. Siatras ◽  
Miltiadis Proios ◽  
Michael Proios
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Structural Equation ◽  
Male Students ◽  
Equation Modeling ◽  
Voluntary Participation ◽  
Students Attitudes ◽  
Path Structure ◽  
And Behavior ◽  
Attitudes And Behavior

The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students’ voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students’ attitudes, intention, and PBC were measured with a questionnaire and their attendance in the course was recorded by the teacher. Results from the MANOVA conducted showed that females had higher scores compared with males in all observed variables. Results from the structural equation modeling (SEM) employed supported the usefulness of TPB to explain students’ attitudes and behavior toward extracurricular physical activities (PA). Differences also emerged on path structure of the relationships among the variables.

Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents

2021 ◽  
pp. 136843022098759
Author(s):  
Kristia A. Wantchekon ◽  
Adriana J. Umaña-Taylor ◽  
Elana R. McDermott ◽  
Michael R. Sladek ◽  
Deborah Rivas-Drake ◽  
...  
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Intergroup Contact ◽  
Equation Modeling ◽  
White Adolescents ◽  
School Students ◽  
Cross Sectional ◽  
Racial Background ◽  
Latinx Adolescents ◽  
Public Regard

The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; Mage = 16.39, SD = 1.16; 52% female) from the U.S. Southwest and Midwest. Utilizing multigroup structural equation modeling, results indicated that across all ethnic-racial backgrounds, and regardless of geographical context, public regard was positively associated with approach attitudes. Conversely, findings for avoidance attitudes varied by ethnic-racial background. Specifically, public regard was negatively associated with avoidance attitudes for White adolescents, whereas this relation was null for Black and Latinx adolescents. Additionally, although centrality was positively associated with avoidance attitudes among all adolescents, the relation was stronger among White adolescents than among Black and Latinx adolescents.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

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