|
|
|
|
|
Sarah N. Sylvia, PhD, Center for Adolescent Health, Case Western Reserve University, 10900 Euclid Ave, Room WG-48, Cleveland, OH 44106, 216-368-5919, sns9@cwru.edu and Linda Caldwell, PhD, School of Hotel Restaurant and Recreation Management, The Pennsylvania State University, 201 Mateer Building, University Park, PA 16802.
This study examined gender differences regarding interpersonal and intrapersonal correlates of physical activity among 873 university students. Surveys included questions regarding parent and peer social support, self-efficacy and physical activity. Respondents were primarily female (67%) and white (85%).Thirty-six percent of students indicated they participated in regular physical activity often. ANOVA’s indicated males engaged in physical activity at a higher rate than females, reported higher self-efficacy, and received more support from peers when compared to females. In contrast, females reported more family support to be active than males. Structural equation modeling was used to test the direct and indirect paths of influence in a model of correlates on physical activity. Results indicated family and peer support had both direct and indirect effects on physical activity participation for both genders, and self-efficacy was the strongest correlate of physical activity. Peer support was more highly correlated with efficacious beliefs about physical activity among males than females suggesting peer support is more influential on physical activity for males than females. Interventions aimed at increasing physical activity participation must consider gender differences and design programs that target identified correlates of most importance. While peer influence appears to be highly correlated with self-efficacy and physical activity among males, there appear to be additional correlates not considered in this model of most importance to females. In addition to identifying other correlates to physical activity among both male and female university students, future research should move toward an understanding of how peers influence male university students’ participation.
Learning Objectives:
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.