Dishman Rod K, Motl Robert W, Saunders Ruth, Felton Gwen, Ward Dianne S, Dowda Marsha, Pate Russell R
Department of Exercise Science, University of Georgia, Athens, GA 30602-6554, USA.
Prev Med. 2004 May;38(5):628-36. doi: 10.1016/j.ypmed.2003.12.007.
This study evaluated the effects of the Lifestyle Education for Activity Program (LEAP), a comprehensive school-based intervention emphasizing changes in instruction and school environment, on variables derived from social-cognitive theory (SCT) as mediators of change in physical activity among black and white adolescent girls.
Twenty-four high schools paired on enrollment size, racial composition, urban, suburban, or rural location, and class structure were randomized into control (n = 12) or experimental (n = 12) groups. There were 1038 girls in the control group and 1049 girls in the experimental group. The multicomponent intervention emphasized the enhancement of self-efficacy and development of behavioral skills by using curricular activities within physical education classes and health education instruction. The primary outcomes were self-efficacy, outcome-expectancy value, goal setting, satisfaction, and physical activity.
Latent variable structural equation modeling indicated that: (1) self-efficacy and satisfaction exhibited synchronous, cross-sectional relationships with physical activity; (2) the intervention had direct effects on self-efficacy, goal setting, and physical activity; and (3) self-efficacy partially mediated the effect of intervention on physical activity.
To our knowledge, this study provides the first evidence from a randomized controlled trial that manipulation of self-efficacy results in increased physical activity among black and white adolescent girls. The results encourage the use of self-efficacy as a targeted, mediator variable in interventions designed to increase physical activity among girls.
本研究评估了“促进活动生活方式教育计划”（LEAP）的效果，这是一项以学校为基础的综合干预措施，强调教学和学校环境的改变，对源自社会认知理论（SCT）的变量的影响，这些变量作为黑人和白人青春期女孩身体活动变化的中介因素。
根据入学规模、种族构成、城市、郊区或农村位置以及班级结构配对的24所高中被随机分为对照组（n = 12）或实验组（n = 12）。对照组有1038名女孩，实验组有1049名女孩。多成分干预措施强调通过体育课程和健康教育教学中的课程活动来提高自我效能感和培养行为技能。主要结果是自我效能感、结果预期值、目标设定、满意度和身体活动。
潜在变量结构方程模型表明：（1）自我效能感和满意度与身体活动呈现同步的横断面关系；（2）干预对自我效能感、目标设定和身体活动有直接影响；（3）自我效能感部分介导了干预对身体活动的影响。
据我们所知，本研究提供了来自随机对照试验的首个证据，即对自我效能感的操控会导致黑人和白人青春期女孩的身体活动增加。研究结果鼓励在旨在增加女孩身体活动的干预措施中，将自我效能感作为一个有针对性的中介变量加以运用。
