Harmon Brook E, Nigg Claudio R, Long Camonia, Amato Katie, Anwar Mahabub-Ul, Kutchman Eve, Anthamatten Peter, Browning Raymond C, Brink Lois, Hill James O
University of Hawaii Cancer Center, Cancer Epidemiology Program, Honolulu, HI, 96822, USA
University of Hawaii, Office of Public Health Studies, Honolulu, HI 96822, USA
Psychol Sport Exerc. 2014 May 1;15(3):272-279. doi: 10.1016/j.psychsport.2014.02.001.
Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students.
This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention.
Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations.
School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models.
Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.
社会认知理论（SCT）常被用作预测和改变身体活动（PA）行为的指南。我们评估了常用的SCT变量和感知到的学校环境变量预测小学生PA的能力。我们还研究了西班牙裔和非西班牙裔学生在影响因素上的差异。
本分析使用了从八所学校收集的基线数据，这些学校参与了一项为期四年的综合学校日课程和环境干预研究。
收集了393名学生的数据。采用三步线性回归来测量PA水平、SCT变量（自我效能感、社会支持、享受程度）和感知环境变量（校园结构、状况、设备/监督）之间的关联。逻辑回归评估变量与学生是否达到PA建议之间的关联。
学校和性别解释了中度至剧烈PA模型变异的6%。SCT变量又解释了模型变异的15%，模型的大部分预测能力来自自我效能感和社会支持。性别与西班牙裔学生的PA水平关联更强，而自我效能感与非西班牙裔学生的关联更强。感知环境变量对模型的贡献很小。
我们的研究结果为小学生PA影响因素的文献增添了内容。非西班牙裔和西班牙裔学生在性别和自我效能感影响方面的差异表明，这些是可以定制PA干预措施以提高效果的领域。需要进一步的研究来了解不同的感知环境测量方法或不同年龄的感知是否能更好地预测PA。
