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Background: Childhood obesity is one of the most serious public health concerns in the United States and has been associated with low levels of physical activity. Schools are ideal physical activity promotion sites but school physical activity opportunities have decreased due the increased focus on academic performance. Before-school programs provide a good opportunity for children to engage in physical activity as well as improve their readiness to learn. Purpose: The purpose of this study was to examine the effect of a before-school running/walking club on children's physical activity and on-task behavior. Methods: Participants were third and fourth grade children from two schools in the Southwestern United States who participated in a before-school running/walking club that met two times each week. The study employed a two-phase experimental design with an initial baseline phase and an alternating treatments phase. Physical activity was monitored using pedometers and on-task behavior was assessed through systematic observation. Data analysis included visual analysis, descriptive statistics, as well as multilevel modeling. Results: Children accumulated substantial amounts of physical activity within the before-school program (School A: 1731 steps, 10:02 MVPA minutes; School B: 1502 steps, 8:30 MVPA minutes) and, on average, did not compensate by decreasing their physical activity during the rest of the school day. Further, on-task behavior was significantly higher on days the children attended the before-school program than on days they did not (School A=15.78%, pseudo-R2=.34 [strong effect]; School B=14.26%, pseudo-R2=.22 [moderate effect]). Discussion: Results provide evidence for the positive impact of before-school programs on children's physical activity and on-task behavior. Such programs do not take time away from academics and may be an attractive option for schools.
ContributorsStylianou, Michalis (Author) / Kulinna, Pamela H. (Thesis advisor) / Van Der Mars, Hans (Committee member) / Amazeen, Eric (Committee member) / Adams, Marc (Committee member) / Mahar, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Impostor syndrome is a psychological experience where an individual doubts their own successes and achievements, even with supporting evidence of their legitimate skill. Although there is plenty of research on impostor syndrome in the workplace and post-graduate programs, there is less information on undergraduate students especially at an inclusive, large, public university. As a student at ASU, I have both experienced and seen others experience a feeling of intellectual phoniness in classes which can lead to insecurity and fear of humiliation. Especially in students who are different than their peers, interacting with faculty and other students can cause unnecessary stress because they see themselves as underqualified.
My research will aim to address what impostor syndrome looks like at ASU and which groups of students are affected by it most. Impostor syndrome can manifest in insecurities and behaviors that make collegiate success more difficult, such as less class participation or a hesitation to attend office hours. Professors can inadvertently add to the issue by creating a classroom culture that caters more towards the traditional, often white male, student in their major, especially in majors where the faculty demographics are not similar to the student demographics. I hope that bringing light to impostor syndrome at ASU can help professors understand why some students may participate less or perform differently. Also, I want to help students who do experience insecurity or feel different understand what impostor syndrome is and that they are not alone in their experiences.
In particular, this study can shine light on areas of study that have less diversity. Many studies have indicated that STEM majors are extremely less diverse than national averages. The National Science Foundation found that woman only made up 30% of engineering and computer science degrees and racial minorities were less than 15% of engineering, math, and physical science degrees in 2013 (NSF, 2014). While pre-college interest may play a part in lower enrollment among traditionally underrepresented students, I believe that STEM professors must also take responsibility for encouraging or discouraging all students to continue studying after taking their classes. The results of my survey may indicate that some demographics feel uncomfortable speaking in class or attending offices hours, which are behaviors professors can go out of their way to make less intimidating.
My research will aim to address what impostor syndrome looks like at ASU and which groups of students are affected by it most. Impostor syndrome can manifest in insecurities and behaviors that make collegiate success more difficult, such as less class participation or a hesitation to attend office hours. Professors can inadvertently add to the issue by creating a classroom culture that caters more towards the traditional, often white male, student in their major, especially in majors where the faculty demographics are not similar to the student demographics. I hope that bringing light to impostor syndrome at ASU can help professors understand why some students may participate less or perform differently. Also, I want to help students who do experience insecurity or feel different understand what impostor syndrome is and that they are not alone in their experiences.
In particular, this study can shine light on areas of study that have less diversity. Many studies have indicated that STEM majors are extremely less diverse than national averages. The National Science Foundation found that woman only made up 30% of engineering and computer science degrees and racial minorities were less than 15% of engineering, math, and physical science degrees in 2013 (NSF, 2014). While pre-college interest may play a part in lower enrollment among traditionally underrepresented students, I believe that STEM professors must also take responsibility for encouraging or discouraging all students to continue studying after taking their classes. The results of my survey may indicate that some demographics feel uncomfortable speaking in class or attending offices hours, which are behaviors professors can go out of their way to make less intimidating.
ContributorsLevine, Olivia (Author) / Kittilson, Miki (Thesis director) / Simhony, Avital (Committee member) / Department of Supply Chain Management (Contributor) / Department of Marketing (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05