Hallam Jeffrey S, Petosa Rick
School of Applied Sciences, Health, Exercise Science, and Recreation Management, University of Mississippi, University, MS 38677, USA.
Health Educ Behav. 2004 Feb;31(1):88-100. doi: 10.1177/1090198103259164.
Many work-site physical activity interventions use theoretical variables in the design of their programs. Yet, these interventions do not document the degree of change in theoretical variables produced by the intervention. This study examined the construct validity of an intervention designed to affect social cognitive theory variables linked to exercise behavior. Construct validation methods were used to evaluate an instructional intervention composed of four 60-minute sessions delivered across 2 weeks. Increases were found in self-regulation skills, outcome-expectancy values, and self-efficacy for the treatment group. No significant increases were detected for the comparison group on any study variables. Sixty-seven percent of the treatment group was able to maintain exercise behavior across 12 months, whereas the comparison group declined in exercise participation from 68% to 25% across 12 months. The study revealed the intervention effective in producing the intended changes in social cognitive theory constructs. The analysis shows self-regulation-mediated exercise behavior.
许多工作场所的体育活动干预措施在其项目设计中使用理论变量。然而，这些干预措施并未记录干预所产生的理论变量的变化程度。本研究检验了一项旨在影响与运动行为相关的社会认知理论变量的干预措施的结构效度。采用结构效度验证方法对一项为期2周、共四节、每节60分钟的教学干预措施进行评估。结果发现，治疗组的自我调节技能、结果期望价值和自我效能均有所提高。在任何研究变量上，对照组均未检测到显著增加。67%的治疗组能够在12个月内保持运动行为，而对照组在12个月内的运动参与率从68%降至25%。该研究表明该干预措施有效地在社会认知理论结构中产生了预期的变化。分析显示自我调节介导了运动行为。
