Intervention Construct Validity of Planning to Be Active among Adolescents Living in Appalachia

Autor/inn/en	Petosa, R. Lingyak; Smith, Laureen H.
Titel	Intervention Construct Validity of Planning to Be Active among Adolescents Living in Appalachia
Quelle	In: American Journal of Health Education, 53 (2022) 3, S.127-132 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2022.2048752
Schlagwörter	Intervention; Construct Validity; Planning; Physical Activity Level; Program Effectiveness; High School Students; Social Support Groups; Self Efficacy; Self Control; Ohio + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung
Abstract	Background: Intervention construct validity procedures test the efficacy of a program to impact on targeted theory constructs. Purpose: To examine the intervention construct validity of the Planning to be Active (PBA) and Mentored Planning to be Active (MPBA) programs on high school youth residing in Appalachia. Methods: Twenty high schools in Appalachia were randomly assigned to either the teacher lead PBA program or the peer mentor led MPBA program. All participants (n = 633) completed a set of valid and reliable instruments assessing SCT variables: social support for exercise friends, social support for exercise family, self-efficacy for exercise and the self-regulation skills (behavioral goal setting, exercise self-monitoring, building social support, overcoming barriers, and self-reward). Results: PBA and MPBA are effective approaches to increasing social support, self-efficacy for exercise and increasing the use of self-regulation skills to increase physical activity. The results identify constructs that were not improved suggesting areas for curriculum refinement. Discussion: PBA and MPBA have established construct validity. Intervention construct validity methods identified program strengths and weaknesses. Translation to Health Education Practice: Intervention construct validity is an evidence-based approach to program improvement. Intervention construct validity establishes a foundation for testing theory impact on health behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01