Matching Items (8)
Description
The purpose of this pilot randomized control trial was to test the initial efficacy of a 10 week social cognitive theory (SCT)-based intervention to reduce workplace sitting time (ST). Participants were currently employed adults with predominantly sedentary occupations (n=24) working in the Greater Phoenix area in 2012-2013. Participants wore an activPAL (AP) inclinometer to assess postural allocation (i.e., sitting vs. standing) and Actigraph accelerometer (AG) to assess sedentary time for one week prior to beginning and immediately following the completion of the 10 week intervention. Self-reported measures of sedentary time were obtained via two validated questionnaires for overall (International Physical Activity Questionnaire [IPAQ]) and domain specific sedentary behaviors (Sedentary Behavior Questionnaire [SBQ]). SCT constructs were also measured pre and post via adapted physical activity questionnaires. Participants were randomly assigned to receive either (a) 10 weekly social cognitive-based e-newsletters focused on reducing workplace ST; or (b) similarly formatted 10 weekly e-newsletters focusing on health education. Baseline adjusted Analysis of Covariance statistical analyses were used to examine differences between groups in time spent sitting (AP) and sedentary (AG) during self-reported work hours from pre- to post- intervention. Both groups decreased ST and AG sedentary time; however, no significant differences were observed. SCT constructs also did not change significantly between pretest and post test in either group. These results indicate that individualized educational approaches to decreasing workplace sitting time may not be sufficient for observing long term change in behaviors. Future research should utilize a larger sample, measure main outcomes more frequently, and incorporate more environmental factors throughout the intervention.
ContributorsGordon, Amanda (Author) / Buman, Matthew (Thesis advisor) / Der Ananian, Cheryl (Committee member) / Swan, Pamela (Committee member) / Arizona State University (Publisher)
Created2013
Description
Possible selves researchers have uncovered many issues associated with the current possible selves measures. For instance, one of the most famous possible selves measures, Oyserman (2004)'s open-ended possible selves, has proven to be difficult to score reliably and also involves laborious scoring procedures. Therefore, this study was initiated to develop a close-ended measure, called the Persistent Academic Possible Selves Scale for Adolescents (PAPSS), that meets these challenges. The PAPSS integrates possible selves theories (personal and social identities) and educational psychology (self-regulation in social cognitive theory). Four hundred and ninety five junior high and high school students participated in the validation study of the PAPSS. I conducted confirmatory factor analyses (CFA) to compare fit for a baseline model to the hypothesized models using Mplus version 7 (Muthén & Muthén, 2012). A weighted least square means and a variance adjusted (WLSMV) estimation method was used for handling multivariate nonnormality of ordered categorical data. The final PAPSS has validity evidence based on the internal structure. The factor structure is composed of three goal-driven factors, one self-regulated factor that focuses on peers, and four self-regulated factors that emphasize the self. Oyserman (2004)'s open-ended questionnaire was used for exploring the evidence of convergent validity. Many issues regarding Oyserman (2003)'s instructions were found during the coding process of academic plausibility. It was complicated to detect hidden academic possible selves and strategies from non-academic possible selves and strategies. Also, interpersonal related strategies were over weighted in the scoring process compared to interpersonal related academic possible selves. The study results uncovered that all of the academic goal-related factors in the PAPSS are significantly related to academic plausibility in a positive direction. However, self-regulated factors in the PAPSS are not. The correlation results between the self-regulated factors and academic plausibility do not provide the evidence of convergent validity. Theoretical and methodological explanations for the test results are discussed.
ContributorsLee, Ji Eun (Author) / Husman, Jenefer (Thesis advisor) / Green, Samuel (Committee member) / Millsap, Roger (Committee member) / Brem, Sarah (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study utilized targeted messages and expert and referent sources in an effort to promote physical activity behavior in college students. College students aged 18-25, excluding collegiate athletes, were randomized into three conditions using their current physical activity level. Two of the conditions received targeted messages highlighting three primary components of social cognitive theory - self-efficacy, outcome expectations, and goals - while the third condition received no messages. In addition, the experimental conditions received the messages from either an expert (i.e., a personal trainer) or a referent (i.e., a close friend). In this way, this experiment analyzed whether receiving social cognitive theory messages increased physical activity indicators compared to the control condition, as well as if the message source caused differences in the physical activity indicators. Moreover, participants completed Time 1 and Time 2 measures to determine if receiving messages or not caused changes over a one week time period. Seven physical activity indicators were assessed: self-efficacy, positive outcome expectations, negative outcome expectations, attitudes, response-efficacy, intentions, and physical activity behavior. Results revealed that both the personal trainer and close friend conditions had significantly higher scores than the control condition for intentions at Time 1 and Time 2, as well as physical activity behavior at Time 2. Moreover, the personal trainer condition had significantly higher positive outcome expectations compared to both the friend and control conditions. No other significant differences were found across conditions for Time 1 attitudes, response-efficacy, negative outcome expectations, self-efficacy, and Time 2 attitudes, and self-efficacy. Overall, targeted messages were effective in increasing physical activity intentions and behavior regardless of the message source.
ContributorsMarmo, Jennifer Lauren (Author) / Roberto, Anthony J. (Thesis advisor) / Mongeau, Paul A. (Committee member) / Ainsworth, Barbara E. (Committee member) / Arizona State University (Publisher)
Created2012
Description
School and educational psychologists have a shared imperative to understand the complex inter-play of a student’s home life and perceived self-efficacy. Self-efficacy is the central facet of Bandura’s social cognitive theory (SCT, 1986, 1997). The current study improved upon the extant literature by exploring how home life in Arizona, Arkansas, California, and Oklahoma impacts the self-efficacy for self-regulated learning of mid-to-late adolescents. Although it is difficult to identify how specific aspects of life (including home life) matter for particular areas of functioning, the present study explored self-efficacy for self-regulated learning through the lens of three scales of the Late Adolescence version of the Home Observation for Measurement of the Environment Inventory (LA-HOME) (Caldwell & Bradley, 2016). The LA-HOME documents actions, objects, events and conditions connected with the home environment of children ages 16 to 20, who are still residing at home with parents or guardians (Caldwell & Bradley, 2016). This paper addresses the following research question: How are various aspects of the home life of mid-to-late adolescents, namely (1) modeling and encouragement of maturity, (2) family companionship and investment in adolescent, and (3) warmth, acceptance, and responsiveness, associated with self-efficacy for self-regulated learning? The sample of 333 adolescents is quite diverse demographically; it includes variations in family composition, race/ethnicity, household SES, language spoken in the home, and geography (rural, urban, suburban). The study utilizes a sub-sample of adolescents from the larger study who were 15 to 19 years of age (N = 333). Descriptive statistics, means, and standard deviations are reported for continuous variables, frequencies are reported for categorical variables, and correlations are presented. A hierarchical regression model was estimated in two steps. The first step included the complete set of control variables (household income, ethnicity, gender, and adolescent general health and depressive symptoms), and the second step included the set of three home life indicators. The hierarchical regression model had good fit. Study assets and limitations, as well as alternate theories for consideration and directions for future research, are discussed.
ContributorsGreen, Shannon Noelle (Author) / Bradley, Robert H (Thesis advisor) / Abry, Tashia (Committee member) / Bryce, Crystal I (Committee member) / Arizona State University (Publisher)
Created2018
Description
Behavioral health problems such as physical inactivity are among the main causes of mortality around the world. Mobile and wireless health (mHealth) interventions offer the opportunity for applying control engineering concepts in behavioral change settings. Social Cognitive Theory (SCT) is among the most influential theories of health behavior and has been used as the conceptual basis of many behavioral interventions. This dissertation examines adaptive behavioral interventions for physical inactivity problems based on SCT using system identification and control engineering principles. First, a dynamical model of SCT using fluid analogies is developed. The model is used throughout the dissertation to evaluate system identification approaches and to develop control strategies based on Hybrid Model Predictive Control (HMPC). An initial system identification informative experiment is designed to obtain basic insights about the system. Based on the informative experimental results, a second optimized experiment is developed as the solution of a formal constrained optimization problem. The concept of Identification Test Monitoring (ITM) is developed for determining experimental duration and adjustments to the input signals in real time. ITM relies on deterministic signals, such as multisines, and uncertainty regions resulting from frequency domain transfer function estimation that is performed during experimental execution. ITM is motivated by practical considerations in behavioral interventions; however, a generalized approach is presented for broad-based multivariable application settings such as process control. Stopping criteria for the experimental test utilizing ITM are developed using both open-loop and robust control considerations.
A closed-loop intensively adaptive intervention for physical activity is proposed relying on a controller formulation based on HMPC. The discrete and logical features of HMPC naturally address the categorical nature of the intervention components that include behavioral goals and reward points. The intervention incorporates online controller reconfiguration to manage the transition between the behavioral initiation and maintenance training stages. Simulation results are presented to illustrate the performance of the system using a model for a hypothetical participant under realistic conditions that include uncertainty. The contributions of this dissertation can ultimately impact novel applications of cyberphysical system in medical applications.
A closed-loop intensively adaptive intervention for physical activity is proposed relying on a controller formulation based on HMPC. The discrete and logical features of HMPC naturally address the categorical nature of the intervention components that include behavioral goals and reward points. The intervention incorporates online controller reconfiguration to manage the transition between the behavioral initiation and maintenance training stages. Simulation results are presented to illustrate the performance of the system using a model for a hypothetical participant under realistic conditions that include uncertainty. The contributions of this dissertation can ultimately impact novel applications of cyberphysical system in medical applications.
ContributorsMartín Moreno, César Antonio (Author) / Rivera, Daniel E (Thesis advisor) / Hekler, Eric B. (Committee member) / Peet, Matthew M (Committee member) / Tsakalis, Konstantinos S (Committee member) / Arizona State University (Publisher)
Created2016
Description
As the number of travelers around the world grows, the importance of managing tourism destinations in a sustainable manner becomes increasingly important. Sustainable tourism has long been discussed as necessary for managing tourism responsibly, yet adoption of sustainable strategies and operationalization has been slow. Initiatives and programs often focus on environmental components of sustainability and the role of large companies. Certification programs are one way in which destinations are operationalizing community-wide sustainable tourism and small businesses are engaging in sustainability initiatives and recognition.
Using social cognitive theory as the research framework, this study examined internal and external motives and their influence on small business participation in sustainable tourism certification and sustainability practices. Incentives for behavior, modeling of other businesses, company values, and self-efficacy were examined as motives and barriers. Regression analysis and independent samples t-tests were used to examine statistical relationships.
This study partnered with the Alaska Travel Industry Association (ATIA) to study businesses that hold Adventure Green Alaska sustainable tourism certification or are viewed as prospects for certification. From a list of 77, 44 Alaska tourism businesses responded to an online questionnaire to participate in this study. Businesses were categorized into those with certification (n = 31) and those without (n=13). Results indicated participation in sustainability practices to be higher among certified businesses than non-certified. Internal motives indicated to be more significant than external motives for participation in sustainable practices and certification. Company values were of high importance to both certified and non-certified businesses in implementing sustainable practices and certification. Consumer interest and marketing benefits were important incentives for participation in sustainability strategies. These findings have implications for tourism industry associations and organizations interested in the operationalization and development of sustainable tourism. This study is expected to aid in marketing and retention efforts for sustainable tourism certification programs, as well as future direction for development of sustainable tourism certification.
Using social cognitive theory as the research framework, this study examined internal and external motives and their influence on small business participation in sustainable tourism certification and sustainability practices. Incentives for behavior, modeling of other businesses, company values, and self-efficacy were examined as motives and barriers. Regression analysis and independent samples t-tests were used to examine statistical relationships.
This study partnered with the Alaska Travel Industry Association (ATIA) to study businesses that hold Adventure Green Alaska sustainable tourism certification or are viewed as prospects for certification. From a list of 77, 44 Alaska tourism businesses responded to an online questionnaire to participate in this study. Businesses were categorized into those with certification (n = 31) and those without (n=13). Results indicated participation in sustainability practices to be higher among certified businesses than non-certified. Internal motives indicated to be more significant than external motives for participation in sustainable practices and certification. Company values were of high importance to both certified and non-certified businesses in implementing sustainable practices and certification. Consumer interest and marketing benefits were important incentives for participation in sustainability strategies. These findings have implications for tourism industry associations and organizations interested in the operationalization and development of sustainable tourism. This study is expected to aid in marketing and retention efforts for sustainable tourism certification programs, as well as future direction for development of sustainable tourism certification.
ContributorsRoberg, Kari (Author) / Vogt, Christine (Thesis advisor) / Andereck, Kathleen (Committee member) / Darnall, Nicole (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study applied the Social Cognitive Theory (SCT) to explore the sources of self-efficacy and professional development activities that are most predictive of PreK-6 music teachers’ efficacious beliefs. This study also compared teacher efficacy levels across different groups. The target population for this study was PreK-6 music teachers in the state of Arizona. The survey was disseminated through the National Association for Music Education (NAfME), the Arizona chapters of the American Orff-Schulwerk Association (AOSA), the Organization of American Kodály Educators (OAKE), and snowball sampling via a Facebook message. Of the 660 teachers invited to participate, 92 (13.94%) voluntarily completed the survey. Results from simultaneous multiple regression analyses indicated that teacher efficacy for instructional strategies was best predicted by their mastery experience, followed by vicarious experience, while mastery experience was the strongest predictor of teacher efficacy for student engagement. Additionally, the acquisition of method certification and watching teaching resources via YouTube were significant predictors of teacher efficacy for instructional strategies, while observation hours per year was the only predictor of teacher efficacy for student engagement. Results from factorial between-subjects ANOVAs indicated that teaching experience had a significant main effect on teacher efficacy for instructional strategies and student engagement. However, neither main teaching areas nor the combined effects of main teaching areas and teaching experience had a significant effect on teacher efficacy for instructional strategies and student engagement. Results from independent-samples t-test analyses showed that school types had a significant effect on teacher efficacy for student engagement, while no differences were found between school types regarding teacher efficacy for instructional strategies. The analysis of open-ended comments identified themes related to factors that strengthen or weaken participant teacher efficacy, the impact of the COVID-19 pandemic on teacher efficacy, the types of professional development activities that they engaged during the year, the most effective professional development activities for enhancing teacher efficacy. Findings of this study have theoretical and practical implications for school principals, school administrators, policy makers, music teacher educators, and music teachers to promote and support music teachers’ self-efficacy.
ContributorsCha, Dong-Ju (Author) / Amrein-Beardsley, Audrey (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Fiorentino, Matthew (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2023
Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022