Crozier Alyson J, Spink Kevin S
a College of Kinesiology , University of Saskatchewan.
Health Commun. 2017 Jun;32(6):784-790. doi: 10.1080/10410236.2016.1172295. Epub 2016 Jul 15.
This experimental study examined the interaction between messages conveying different levels of descriptive norms and positive outcome expectations on university students' engagement in moderate and vigorous physical activity over an exam period. Using a pre-post design, university students entering a final examination period (N = 74) were randomly assigned to one of four message conditions, receiving a message motivating them to exercise over the exam period. Messages included both a descriptive norm (how many others reported being active during a previous exam period; high vs. low) and a positive outcome expectation (those who exercise during exams report better grades; high vs. low). The results from an analysis of covariance (ANCOVA), controlling for baseline levels of daily physical activity, revealed a significant interaction. Post hoc analyses indicated that when the descriptive norm was high, those who received a high positive outcome expectation reported being more active during the exam period compared to those receiving the low positive outcome expectation. Results provide preliminary support for the idea that activity during an exam period can be positively influenced if individuals are presented with normative messages that (a) many others are being active during the exams and (b) many of those being active also are benefiting academically.
这项实验研究考察了传达不同水平描述性规范的信息与积极结果期望之间的相互作用，这些信息涉及大学生在考试期间参与中等强度和剧烈体育活动的情况。采用前后测设计，进入期末考试阶段的大学生（N = 74）被随机分配到四种信息条件之一，收到一条激励他们在考试期间锻炼的信息。信息包括描述性规范（有多少其他人报告在前一个考试期间积极锻炼；高与低）和积极结果期望（那些在考试期间锻炼的人成绩更好；高与低）。控制每日体育活动基线水平的协方差分析（ANCOVA）结果显示存在显著的相互作用。事后分析表明，当描述性规范较高时，与收到低积极结果期望的人相比，收到高积极结果期望的人在考试期间报告的活动更积极。研究结果为以下观点提供了初步支持：如果向个体呈现规范信息，即（a）许多其他人在考试期间积极锻炼，以及（b）许多积极锻炼的人在学业上也受益，那么考试期间的活动可以受到积极影响。
