School of Education, Faculty of Education.rts, University of Newcastle, Callaghan Campus, Newcastle 2308, Australia.
Health Educ Res. 2012 Feb;27(1):115-28. doi: 10.1093/her/cyr039. Epub 2011 Jun 16.
The aim of this paper was to describe and test a social cognitive model of physical activity tailored for adolescent girls. Participants were 1518 girls (aged 13.6 ± 0.02 years) from 24 secondary schools in New South Wales, Australia. Useable accelerometer (≥10 hours day(-1) on at least 3 days) and questionnaire data were obtained from 68% of this sample (N = 1035). Participants completed questionnaires assessing psychological, behavioural, social and environmental correlates of activity. The theoretical model was tested using structural equation modelling in AMOS. The model explaining accelerometer counts per minute was an adequate-to-good fit to the data (Tucker-Lewis Index = 0.89, the comparative fit index = 0.97 and the root mean square of approximation = 0.098; 90% confidence interval = 0.075-0.122) but explained only 5% of the variance in activity. There were significant model pathways from self-efficacy (r = 0.11, P = 0.01), school environment (r = 0.07, P = 0.02) and physical self-worth (r = 0.07, P = 0.04) to accelerometer counts. Although the proposed model provided an adequate-to-good fit to the data, it explained a small portion of the variance. Shared method variance may explain the larger portions of variance explained in previous studies. Future studies are encouraged to evaluate theories of physical activity behaviour change using objective measures of physical activity.
本文旨在描述并检验一个针对少女的特定的社会认知模式的身体活动。参与者为来自澳大利亚新南威尔士州 24 所中学的 1518 名少女（年龄 13.6 ± 0.02 岁）。从该样本中获得了可使用的加速度计（每天至少 10 小时，至少 3 天）和问卷数据（N = 1035）。参与者完成了问卷，评估了活动的心理、行为、社会和环境相关性。使用 AMOS 中的结构方程模型对理论模型进行了测试。解释每分钟加速度计计数的模型与数据具有适当到良好的拟合（Tucker-Lewis 指数 = 0.89，比较拟合指数 = 0.97，近似均方根 = 0.098；90%置信区间 = 0.075-0.122），但仅解释了活动方差的 5%。自我效能感（r = 0.11，P = 0.01）、学校环境（r = 0.07，P = 0.02）和身体自我价值感（r = 0.07，P = 0.04）与加速度计计数之间存在显著的模型途径。尽管所提出的模型与数据具有适当到良好的拟合，但它仅解释了活动方差的一小部分。共享方法方差可能解释了之前研究中解释的更大部分方差。鼓励未来的研究使用身体活动的客观测量来评估身体活动行为变化的理论。
