Self-Efficacy and Outcome Expectancy in Beginning Weight Training Class: Their Relations to Students' Behavioral Intention and Actual Behavior

2008 ◽  
Vol 79 (1) ◽  
pp. 92-100
Author(s):  
Zan Gao ◽  
Ping Xiang ◽  
Amelia M. Lee ◽  
Louis Harrison
Keyword(s):  
Behavioral Intention ◽  
Self Efficacy ◽  
Weight Training ◽  
Outcome Expectancy ◽  
Actual Behavior ◽  
Training Class

Self-Efficacy and Outcome Expectancy in Beginning Weight Training Class

2008 ◽  
Vol 79 (1) ◽  
pp. 92-100 ◽  
Author(s):  
Zan Gao ◽  
Ping Xiang ◽  
Amelia M. Lee ◽  
Louis Harrison
Keyword(s):  
Self Efficacy ◽  
Weight Training ◽  
Outcome Expectancy ◽  
Training Class

scholarly journals Evaluation of Physical Activity Participation, Self-Efficacy and Outcome Expectancy for Employees Participating in Exercise Is Medicine® On Campus Program

2021 ◽  
Vol 17 (4) ◽  
pp. 41-48
Author(s):  
Maximilian Gastelum-Morales ◽  
Lisa Leininger ◽  
Joanna Morrissey ◽  
Ryan Luke ◽  
Mark DeBeliso
Keyword(s):  
Physical Activity ◽  
Resistance Training ◽  
Self Efficacy ◽  
California State University ◽  
Outcome Expectancy ◽  
Health Promotion Program ◽  
Monterey Bay ◽  
State University ◽  
Exercise Participation ◽  
Training Class

Exercise Is Medicine® On Campus (EIM-OC) is a worldwide initiative from the American College of Sports Medicine (ACSM) to promote physical activity (PA) at universities. California State University, Monterey Bay (CSUMB) implemented this initiative in Fall 2019 with offerings to students and employees. For employees, an “Introduction to Resistance Training Class” was offered. Participants attended classes two times per week, with the sessions lasting approximately fifty minutes. The purpose of this study was to evaluate the EIM-OC employee Introduction to Resistance Training class for its effectiveness on increasing PA, self-efficacy, and outcome expectancy. The research design was pre-post, with participants completing online questionnaires before and after the course. The Godin Leisure Time Physical Activity Questionnaire (LTPQ), Resistance Training Self-Efficacy and Outcome Expectancy Questionnaire, and Self-Efficacy and the Maintenance of Exercise Participation in Older Adults Questionnaire were included. The training class had a total of 14 female participants, 12 of which completed the pre- and post-questionnaires. There was a significant increase (t=-3.2, df=11, p=.004) in resistance training self-efficacy score following the course (M=3.52±1.03 versus M=4.31±.56). Resistance training outcome expectancy score was also statistically significant (t=-2.54, df=11, p=.01) following the course (M=4.48±.53 versus M=4.71±.37). There were increases in strenuous exercise days, physical activity scores, and future resistance training self-efficacy, although they were not statistically significant. The results of this study indicate that employee exercise classes, as part of the EIM-OC initiative, can be effective in increasing resistance training self-efficacy, and outcome expectancy. These indicators are important for individuals to maintain lifelong PA therefore future programming and research on EIM-OC should continue. KEYWORDS: Exercise Is MedicineⓇ-On Campus; Resistance Training; Physical Activity; Exercise; Worksite Health Promotion Program; Self-Efficacy; Outcome Expectancy; Employees; California State University, Monterey Bay

Self-Efficacy, the Drive for Muscularity, and Weight-Training Behavior

2006 ◽  
Author(s):  
Krista J. Munroe-Chandler ◽  
Kimberley L. Gammage ◽  
Craig R. Hall
Keyword(s):  
Self Efficacy ◽  
Weight Training ◽  
Drive For Muscularity

Fatigue Management Health Education Intervention Effects on Flight Attendants

2020 ◽  
Vol 91 (12) ◽  
pp. 911-917
Author(s):  
Chia-Jung Hu ◽  
Feng-Ping Lee ◽  
Rei-Mei Hong
Keyword(s):  
Health Education ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Flight Attendants ◽  
Education Intervention ◽  
Intervention Effects ◽  
Fatigue Management ◽  
Management Knowledge ◽  
Health Education Intervention ◽  
Experimental Group

BACKGROUND: This study explored the impact of a fatigue management health education intervention (FMI) on flight attendants fatigue management knowledge, attitudes, behavioral intention, self-efficacy, and fatigue intensity.METHODS: A quasi-experimental pretest-posttest design was used. The sample included 70 flight attendants of an international airline company in Taiwan. The experimental group (N 34) received an FMI, while the control group (N 36) had no intervention. Fatigue management knowledge, attitude, behavior intention, self-efficacy, and fatigue intensity were assessed at baseline and 1 wk later. Single-factor analysis of covariance and Jensen Neman methods were used to assess the differences in outcomes between the two groups.RESULTS: Attitude and self-efficacy in the experimental group were significantly improved after the FMI [standardized mean difference (SMD), 0.96; 1.98]. The intervention also reduced their fatigue intensity (SMD 6.05) and both knowledge and behavioral intention scores were increased in more than 80% of subjects in the experimental group.DISCUSSION: FMI can effectively improve fatigue management knowledge, attitudes, behavioral intention, and self-efficacy and reduce fatigue intensity in flight attendants.Hu CJ, Lee FP, Hong RM. Fatigue management health education intervention effects on flight attendants. Aerosp Med Hum Perform. 2020; 91(12):911917.

From Identity to Enaction: Identity Behavior Theory

2020 ◽  
Author(s):  
Jack Simons
Keyword(s):  
Health Behaviors ◽  
School Counselors ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Food Choices ◽  
Subjective Norm ◽  
Behavior Theory ◽  
Identity Attitudes ◽  
Behavioral Action ◽  
Development Of Identity

The development of Identity Behavior Theory (IBT) has been inspired by identity theory and the Theory of Planned Behavior (TPB), the latter of which has been used to assess the relationships between attitudes, self-efficacy, subjective norm, behavioral intention, and behavioral action. TPB has been used to predict many behaviors including, but not limited to, food choices, health behaviors, and, more recently, the behaviors of students and educators, including school counselors. TPB, however, lacks validity, and, despite a call to assess identity as part of the model, no changes have been made to TPB for over two decades. To fill this gap, IBT is proposed as a new model that is concerned with the role that identity plays in the prediction of behavioral enaction, the process whereby individuals shape their experiences through planning and successful actions. Behavioral enaction comprises behavioral intention and behavioral action, and, as part of IBT, is assessed along with identity, attitudes, self-efficacy, and assertiveness. In this paper, the TPB and IBT are reviewed, along with how to develop an identity scale. Recommendations for using IBT in research and applied practice are offered.

Assessing Preschoolers’ Beverage Consumption Using the Theory of Planned Behavior

2017 ◽  
Vol 57 (6) ◽  
pp. 711-721
Author(s):  
Cherry Choy ◽  
Inyang A. Isong
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Parental Attitudes ◽  
Future Health ◽  
Sugar Sweetened Beverage ◽  
Beverage Consumption ◽  
Self Image

Childhood obesity and caries are linked to sugar-sweetened beverage (SSB) and excessive juice consumption. We assessed psychosocial factors influencing children’s beverage consumption and strategies to promote healthier choices. Using a quantitative and qualitative approach guided by the theory of planned behavior, we surveyed and interviewed 37 parents of preschool-aged children on barriers and facilitators of children’s beverage consumption. Most children (83.8%) consumed SSBs, 67.6% drank >4 to 6 oz of juice per day. Parent’s self-efficacy was the strongest correlate of parent’s behavioral intention to limit SSB (0.72, standard error 0.08, P = .03). Parents’ motivations to limit their child’s SSB intake extended beyond simply preventing caries and obesity; they also considered the implications of these conditions on children’s self-image, future health, and quality of life. Yet, the influence of multidimensional barriers made it difficult to reduce children’s SSB consumption. Interventions that address parental attitudes, values, and self-efficacy to address external factors could help reduce children’s SSB consumption.

scholarly journals Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 207
Author(s):  
Mahdi Mohammed Alamri
Keyword(s):  
Academic Achievement ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Project Based Learning ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Intention To Use ◽  
Cross Point ◽  
Perceived Enjoyment ◽  
Behavioral Intention To Use

This research focused on the potential of project-based learning and blended learning, which offer a distinctive cross-point in regard to building 21st-century skills in the classroom. Specifically, this research hypothesized that using the BPBL approach has an effect on perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. To achieve the research goal, we employed a questionnaire as the main data collection method and dispensed it to 80 students, all of whom use the BPBL approach. The findings were obtained via a quantitative research method, structural equation modeling (SEM). We found a significant relationship between the BPBL approach and perceived self-efficacy, perceived enjoyment, perceived usefulness, behavioral intention of using BPBL, and students’ academic achievement. Therefore, we believe that the BPBL approach enhances students’ behavioral intention to use and academic achievement in a blended project-based learning approach and allows sharing knowledge, information, and discussions. Thus, it is recommended that students use the BPBL approach for educational purposes, and they should also be encouraged to do so through their learning at university level.

Self-efficacy and outcome expectancy mechanisms in reading and writing achievement.

1989 ◽  
Vol 81 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Duane F. Shell ◽  
Carolyn C. Murphy ◽  
Roger H. Bruning
Keyword(s):  
Self Efficacy ◽  
Outcome Expectancy ◽  
Writing Achievement ◽  
Reading And Writing
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