Gender Differences in College Leisure Time Physical Activity: Application of the Theory of Planned Behavior and Integrated Behavioral Model

Autor/inn/en	Beville, Jill M.; Umstattd Meyer, M. Renée; Usdan, Stuart L.; Turner, Lori W.; Jackson, John C.; Lian, Brad E.
Titel	Gender Differences in College Leisure Time Physical Activity: Application of the Theory of Planned Behavior and Integrated Behavioral Model
Quelle	In: Journal of American College Health, 62 (2014) 3, S.173-184 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2013.872648
Schlagwörter	Gender Differences; Leisure Time; Recreational Activities; Physical Activities; Physical Activity Level; College Students; Behavior Theories; Student Behavior; Self Efficacy; Student Characteristics; Age Differences; Ethnicity; Body Height; Body Weight; Marital Status; Place of Residence; Fraternities; Sororities; Grade Point Average; Clubs; College Athletics; Student Attitudes; Racial Differences; Questionnaires; Likert Scales; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Freizeit; Freizeitgestaltung; Collegestudent; Student behaviour; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Age; Difference; Age difference; Altersunterschied; Ethnizität; Körpergröße; Körpergewicht; Familienstand; Wohnort; Frauengruppe; Club; Klub; College athletes; Collegesport; Hochschulsport; Rassenunterschied; Fragebogen; Likert-Skala
Abstract	Objective: National data consistently report that males participate in leisure time physical activity (LTPA) at higher rates than females. This study expanded previous research to examine gender differences in LTPA of college students using the theory of planned behavior (TPB) by including 2 additional constructs, descriptive norm and self-efficacy, from the integrated behavioral model. Participants: Participants were college students (N = 621) from a large public university in the southeastern United States. Methods: A self-report, classroom-based assessment with validated and reliable measures of LTPA, TPB constructs, descriptive norm, self-efficacy, and demographics was conducted in fall 2009. Results: Regression analyses revealed attitude (ß = 0.119), intention (ß = 0.438), self-efficacy (ß = 0.166), body mass index (BMI) (ß = -0.084), and sports participation (ß = 0.081) as significantly associated with LTPA for females (R[superscript 2] = 0.425, p < 0.001), whereas intention (ß = 0.371) was significant for males (R[superscript 2] = 0.202, p < 0.001). Conclusions: Practitioners should consider tailoring promotional materials to address these gender differences in efforts to increase LTPA participation among college students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10