Comparing the relationships between different types of self-efficacy and physical activity in youth

Gregory J. Ryan, David A Dzewaltowski

Research output: Contribution to journalArticle

50 Citations (Scopus)

Abstract

A preliminary study was conducted to compare the relationships between different types of self-efficacy and youth physical activity. Two samples of sixth- and seventh-grade students (Sample 1: N = 57; Sample 2: N = 49) reported their confidence to be physically active (physical activity efficacy), to overcome barriers to physical activity (barriers efficacy), to ask others to be active with them (asking efficacy), and to find and create environments that support physical activity (environmental-change efficacy). Physical activity was measured by averaging three 24-hour recalls of physical activity. Regression analyses were used to test the relationships between the types of self-efficacy and youth physical activity. Compared with the other types of self-efficacy, environmental-change efficacy had the strongest relationship with youth physical activity. This suggests that strengthening young persons' belief in their ability to find and create environments that support physical activity might promote increases in their physical activity.

Original languageEnglish (US)
Pages (from-to)491-504
Number of pages14
JournalHealth Education and Behavior
Volume29
Issue number4
DOIs
StatePublished - Jan 1 2002
Externally publishedYes

Fingerprint

Self Efficacy
Exercise
Physical Activity
Self-efficacy
Architectural Accessibility
Aptitude
Efficacy
Regression Analysis
Students

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Public Health, Environmental and Occupational Health

Cite this

Comparing the relationships between different types of self-efficacy and physical activity in youth. / Ryan, Gregory J.; Dzewaltowski, David A.

In: Health Education and Behavior, Vol. 29, No. 4, 01.01.2002, p. 491-504.

Research output: Contribution to journalArticle

@article{47adba79f2d14adab355ae81bd92bfd5,
title = "Comparing the relationships between different types of self-efficacy and physical activity in youth",
abstract = "A preliminary study was conducted to compare the relationships between different types of self-efficacy and youth physical activity. Two samples of sixth- and seventh-grade students (Sample 1: N = 57; Sample 2: N = 49) reported their confidence to be physically active (physical activity efficacy), to overcome barriers to physical activity (barriers efficacy), to ask others to be active with them (asking efficacy), and to find and create environments that support physical activity (environmental-change efficacy). Physical activity was measured by averaging three 24-hour recalls of physical activity. Regression analyses were used to test the relationships between the types of self-efficacy and youth physical activity. Compared with the other types of self-efficacy, environmental-change efficacy had the strongest relationship with youth physical activity. This suggests that strengthening young persons' belief in their ability to find and create environments that support physical activity might promote increases in their physical activity.",
author = "Ryan, {Gregory J.} and Dzewaltowski, {David A}",
year = "2002",
month = "1",
day = "1",
doi = "10.1177/109019810202900408",
language = "English (US)",
volume = "29",
pages = "491--504",
journal = "Health Education and Behavior",
issn = "1090-1981",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Comparing the relationships between different types of self-efficacy and physical activity in youth

AU - Ryan, Gregory J.

AU - Dzewaltowski, David A

PY - 2002/1/1

Y1 - 2002/1/1

N2 - A preliminary study was conducted to compare the relationships between different types of self-efficacy and youth physical activity. Two samples of sixth- and seventh-grade students (Sample 1: N = 57; Sample 2: N = 49) reported their confidence to be physically active (physical activity efficacy), to overcome barriers to physical activity (barriers efficacy), to ask others to be active with them (asking efficacy), and to find and create environments that support physical activity (environmental-change efficacy). Physical activity was measured by averaging three 24-hour recalls of physical activity. Regression analyses were used to test the relationships between the types of self-efficacy and youth physical activity. Compared with the other types of self-efficacy, environmental-change efficacy had the strongest relationship with youth physical activity. This suggests that strengthening young persons' belief in their ability to find and create environments that support physical activity might promote increases in their physical activity.

AB - A preliminary study was conducted to compare the relationships between different types of self-efficacy and youth physical activity. Two samples of sixth- and seventh-grade students (Sample 1: N = 57; Sample 2: N = 49) reported their confidence to be physically active (physical activity efficacy), to overcome barriers to physical activity (barriers efficacy), to ask others to be active with them (asking efficacy), and to find and create environments that support physical activity (environmental-change efficacy). Physical activity was measured by averaging three 24-hour recalls of physical activity. Regression analyses were used to test the relationships between the types of self-efficacy and youth physical activity. Compared with the other types of self-efficacy, environmental-change efficacy had the strongest relationship with youth physical activity. This suggests that strengthening young persons' belief in their ability to find and create environments that support physical activity might promote increases in their physical activity.

UR - http://www.scopus.com/inward/record.url?scp=85047673787&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85047673787&partnerID=8YFLogxK

U2 - 10.1177/109019810202900408

DO - 10.1177/109019810202900408

M3 - Article

VL - 29

SP - 491

EP - 504

JO - Health Education and Behavior

JF - Health Education and Behavior

SN - 1090-1981

IS - 4

ER -