Self Efficacy Examples

Do you get enough exercise? Are you sure about that? Or how about this, are you overweight, do you even know? Today’s adolescents don’t. In fact today’s adolescents face serious risk from their lack of activity. Today’s children are obese because they have developed some very bad habits related to healthy living and as result can suffer serious physical and psychological damage.

The purpose of this assignment is to increase self-awareness of the student by analyzing personal nutritional intake and activity routine throughout the course. In turn, the student will be able to help others modify their diet and activity, and improve overall wellness. An examination of a personal food and activity assessment will provide the student with essential data from which to change their health and wellness behaviors.

1. Readiness for enhanced regular activity: related to planned exercise activity in the week for the family to improve overall health.

Kim, Ahn, and No used a quantitative method was used examine multiple factors of the study. A collection of 251 questionnaires were given to six different classes via online learning system or class email. The questions addressed nutrition confidence, susceptibility, severity, barrier, and benefit of the intent to eat healthy and the intent to do physical activity. Two pilot studies to determine if the respondents could understand what was being tested and to check the validity of the study.

Both in children’s home lives and at school, play time is becoming less important and technology is taking over. Things such as video games, iphones/ipads, and recess time being taken over by technology time are just some of the contributing factors. In a cross-sectional study of 133 non-obese children and 54 obese children (average age: 11.4) published by the International Journal of Obesity & Related Metabolic Disorders, obese children displayed significantly lower daily accumulations of physical activity, proving that physical Inactivity is an important contributing factor in the maintenance of childhood obesity (Trost, 2001). Interventions to promote physical activity in obese children should aim to boost self-efficacy perceptions regarding exercise, increase physical activity outlets in sports and activities in and out of school, and increase parental modeling of physical activity. If these interventions can be done

There are several interventions that correlate with increased physical activity, goal-setting, self-monitoring, and feedback. Several studies have examined the

In contrast to the adults in the study, the children showed quite opposite results. According to their monitoring, they experienced more changes in their physiological variables when looking at exercise benefits than diet benefits. Although both groups were lower overall in monitoring their exercise, the percentage was higher in children, which was not seen in the monitoring of the diet. The study showed that 84.1% of adults monitored their exercise, while 85% of children did the same. Although this is not a large margin, the difference can be seen as a greater importance being placed on exercise for the children. This could be because the results showed a more significant physiological difference in the children due to exercise than in the adults. During the self-monitoring of the healthy diet, the

Out of the 14 schools 361 boys were assessed, at 8 months a follow up assessment completed on the control group which consisted of 154 boys and 139 intervention group participants representing an overall retention. Those who did not complete the follow-up assessments were more active on weekdays and weekends. No significant differences for body composition were noted and no intervention effects were noted for their BMI, waist circumference or body fat percentage. Changes in BMI, waist circumference, and body fat for those classified as overweight/obese at baseline were all in favor of the intervention group. Of the 19 participants who improved their weight status, 13 were in the intervention group; of the 9 participants who regressed to an unhealthier weight status, only 1 was in the intervention group. Results concluded no major changes on activity or moderate to vigorous physical activity, but participants stated drinking less sugary drinks and less screen time than the control group (Dally et al., 2016).

In the United States, obesity is currently one of the largest issues in our society. Sugary sodas, fatty foods, and lack of exercise are the main causes of this issue. Not only does obesity affect adults, but it affects young children as well. In 2012, it was reported that two-thirds of adults in the United States are considered overweight or obese. It was also reported that 31.8% of children and teenagers in the United States are considered overweight or obese as well. Young children are naturally attracted to foods high in sugar, calories, and sodium, but many parents fail to moderate their child’s intake of these potentially harmful items. Generally, a person’s eating habits begin to develop at a young age. If children are taught to eat healthy foods, it will most likely be a lifestyle they will maintain for the rest of their lives. Sometimes this can be a very difficult task, but teaching children to exercise can make it much easier. Many people in the United States do not take the time to partake in physical activity because they simply do not have the time or do not feel it is necessary. Although this is a common belief, exercise is extremely beneficial to the human body in a variety of ways and this essay will further explain how.

While examining the literature review regarding the strategies to tackle obesity in the African-American women, theories such as self-efficacy theory, self-determination theory, self-efficacy theory and health promotion model (HPM) have been utilized by various researchers. Nola Pender's HPM was used by Parra-Medina (2011), in a study to find out the way in which comprehensive interventions enhanced women’s leisure time physical activity and dietary fat intake, highlighting a replicable model to help primary care providers to implement lifestyle counseling. Fisher and Kridli (2014) conducted a study among obese African-American females and used the self-efficacy theory to analyze the influence of self-efficacy and motivation while performing

Robbins et al. (2012) discuss in “Pilot Intervention to Increase Physical Activity Among Sedentary Urban Middle School Girls: A Two-Group Pretest-Posttest Quasi-Experimental Design” whether girls in one school that receive nurse counseling plus after-school physical activity club showed a greater improvement in physical activity, cardiovascular fitness, and body composition than girls in another school assigned to an attention control condition. The purpose was to determine whether intervention provided a significant effect to physical activity, cardiovascular fitness, and body composition. The between-subjects conditions were: the group of girls (n = 38) receiving nurse counseling plus after-school physical activity club versus the

Physical activity is essential for children; therefore sport participation has many physical benefits for youths (Willox, 1994). In the United States there is a very unhealthy trend of physically unfit children going on. According to a recent study by the Harvard School of Public Health seven out of ten kids in our nation are out of shape and the incidence of obesity has increased by more than 50 percent among America's children and teen since 1976 and continues to grow at a staggering rate (Metzel & Shookhoff, 2006). When children participate in sports activities they get some of the exercise they need to improve their quality of life and can help prevent children from becoming obese. Physical activity regulates obesity because it increases energy expenditure, suppresses appetite, increases metabolic rate, and increases lean body mass (Willox, 1994). Even though regular physical sport activity has been shown to improve physical fitness, it can also help in preventing many different health problems down the line that youths who participate in sports are more likely not to develop than youths who do not participate in sports. Women who participated in organized sport and fitness programs as

Hallam and Petosa (2004) also used SCT to examine the impact of 4-session 2 weeks worksite exercise intervention. Authors aimed to test if this intervention program would increase selected SCT constructs in terms of employees’ fidelity of exercise in the long term. This study also did not use all of the SCT constructs, same as Dunstan et al. (2013) study. They only used 3 of the constructs (self-efficacy, outcome-expectancy values, and self-regulation.), and sub-constructs of self-regulation: social support, self-monitoring, relapse prevention, reinforcements, goal setting, and time management. In the literature, SCT have 2 main constructs (Individual characteristics and environmental factors), and their 11 sub-categories. On the other hand, these authors used that categorization differently. Also, this study explained the reason of why they used those three specific constructs instead of all of them by saying that these constructs are highly associated variables with SCT and exercise behavior as literature identified. This explanation seems more rationale than not giving any reason to choose constructs. They might add other constructs to the study and find their own conclusion regarding the most associated ones, or they might give which literature mentioned from this association because there is no citation to proof/support that assumption.

Hall, Chai, and Albrecht (2016) in their article: “Relationships between nutrition-related knowledge, self-efficacy, and behavior for fifth grade students attending Title I and non-Title I schools,” demonstrated that the socioeconomic status (SES) is a major factors affecting childhood obesity. Hal et al. reported that children of low SES are at higher risk to be overweight or obese. The authors used the SCT to determine the relationships between knowledge and / or self-efficacy with the behavior among a sample of 193 fifth grade students, whose age ranged between 9-12 years. Fifty-eight of these students

Teacher self-efficacy is an integral element of an effective teaching and learning environment. Wentzel and Miele (2016) pointed out that self-efficacy encompasses the personal beliefs that an individual teacher has regarding his/her own capabilities to help students and the higher the self-efficacy the greater the job satisfaction. According to the self-efficacy theory, teachers with greater self-efficacy are poised to help students succeed, develop challenging activities, and be more persistent with students who have difficulties (Bandura, 1997). In addition, self-efficacy among the teachers is associated with support for student’s ideas, positive classroom environments, and higher student achievement levels