The purpose of this study was to test the relationship among social supports related to exercise (family, friends, and expert support), self-efficacy expectations, outcome expectations, and exercise behavior in a sample of older adults living in a continuing care retirement community. The sample included 74 older adults with a mean age of 85.6 +/- 5.5. Path analysis using Amos 4.0 was done. The model fit the data (chi-square = 4.6, df = 3, p = .21, normed fit index of .99, relative fit index of .98, and root mean square error of approximation of .08) and explained 53% of the variance in exercise behavior. Five of the seven hypothesized paths in the model were statistically significant. Friend support indirectly influenced exercise through self-efficacy and outcome expectations. This suggests interventions to improve exercise behavior in older adults should incorporate social supports to strengthen self-efficacy and outcome expectations related to exercise.

The purpose of this study was to test the relationship among social supports related to exercise (family, friends, and expert support), self-efficacy expectations, outcome expectations, and exercise behavior in a sample of older adults living in a continuing care retirement community. The sample included 74 older adults with a mean age of 85.6 +/- 5.5. Path analysis using Amos 4.0 was done. The model fit the data (chi-square = 4.6, df = 3, p = .21, normed fit index of .99, relative fit index of .98, and root mean square error of approximation of .08) and explained 53% of the variance in exercise behavior. Five of the seven hypothesized paths in the model were statistically significant. Friend support indirectly influenced exercise through self-efficacy and outcome expectations. This suggests interventions to improve exercise behavior in older adults should incorporate social supports to strengthen self-efficacy and outcome expectations related to exercise.

The purpose of this study was to investigate the construct validity of the Cognitive Vocational Maturity Test (CVMT; Westbrook, 1970; Westbrook & Parry-Hill, 1973a; Westbrook & Parry-Hill, 1973b). Eleventh-grade students and 12th-grade students were administered the CVMT-Duties subtest, the Self-Knowledge scale, and the Career Choice Questionnaire (CCQ). Teachers rated 11th-grade students' career choices in terms of appropriateness. Sample B students were retested in Grade 12 with the CVMT—Duties subtest and the Self- Knowledge scale. Scores on the CVMT correlated significantly with teacher evaluations of students' career choices, self-reported grade- point-averages, and education level planned, but not with self- report measures such as the Self-Knowledge scale and amount of thinking about one's career choice. The data provide support for the convergent and discriminant validity of the CVMT—Duties subtest.

No abstract

No abstract