Physical Activity and Self-regulation Strategy Use in Adolescents

Matthews, James; Moran, Aidan

doi:10.5993/ajhb.35.6.16

Cited by 13 publications

(12 citation statements)

References 26 publications

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“…SRL could also play an important role in increasing physical activity levels (Matthews & Moran, 2011;Toering et al, 2012;Winters, Petosa, & Charlton, 2003). In this context, individuals must be motivated to improve, and to continue to improve, despite considerable internal (boredom, discomfort, and amotivation) and external (lack of equipment, facilities, and weather) barriers, all of which must be overcome to achieve beneficial health improvements (e.g.…”

Section: Troubleshootingmentioning

confidence: 99%

Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Pitkethly

Lau

2015

International Journal of Sport and Exercise Psychology

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Section: Troubleshootingmentioning

confidence: 99%

Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Pitkethly

Lau

2015

International Journal of Sport and Exercise Psychology

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“…The Godin Leisure-Time Exercise Questionnaire (GLTEQ) was used to measure leisure-time PA (Godin & Shephard, 1985) in both samples. This measure has been validated in a number of studies with adolescents (Hortz & Petosa, 2008;Matthews & Moran, 2011), test-retest reliability of .81 (Sallis, Buono, Roby, Micale, & Nelson 1993). Ethical approval was obtained and after the PE teachers had declared their interest to take part in the study, upon receipt of written consent from the principals, all parents were contacted and thereafter provided written informed consent.…”

Section: Methodsmentioning

confidence: 99%

“…Despite promising empirical support for the role of SR on PA among adolescents, research in this area is limited. For example, it is unclear which self-regulatory skills are most effective in facilitating PA behaviours, particularly among adolescents (Matthews & Moran, 2011). Importantly, while a cross-sectional study, such as this may not explain SRL process, which would need to be investigated over time, as an initial step into this SRL-PA area, the current study sought to investigate which components of SRL, or SRL skills, might be linked to PA in both HK and Scottish adolescents, knowledge which may guide further PA enhancement research.…”

Section: Srl and Pamentioning

confidence: 99%

Investigating the association of self-regulated learning skills and physical activity in Hong Kong Chinese and Scottish adolescents

Pitkethly

Lau

Maddison

2018

International Journal of Sport and Exercise Psychology

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This study examines the role of self-regulated learning (SRL) skills in physical activity (PA) among Hong Kong Chinese (HK) and Scottish adolescents. Methods Using a cross-sectional design, 480 HK (aged 11-19; mean age = 14.93 years, SD = 1.77, male = 61.3%) and 411 Scottish, aged 12-16 years (mean = 13.84; male = 47.9%) healthy adolescents participated in this study. PA was measured with the Godin Leisure-Time Questionnaire (Godin & Shephard, 1985). SRL was measured for Chinese (SRL-SRS-C; Pitkethly & Lau, 2015) and British adolescents (SLR-SRS; Toering et al., 2012). Results Moderate-to-vigorous intensity PA was significantly higher among Scottish (M = 48.58; SD = 26.01 p= .0005) compared to HK adolescents (M = 31.14; SD = 22.26). All SRL variables significantly explained a small amount of variance in moderate to vigorous intensity PA, in HK (∆R 2 = .021, F(2,461) = 6.320, p = .005) and Scottish (∆R 2 = .020, F(2,376) = 8.427, p = .013) adolescents, reflection was a significant predictor (HK p = .027; SC p = .003). Conclusions In both cultures, higher self-regulating adolescents, may be more likely to engage in higher levels of PA. SRL has a significant impact on PA; and of all the SRL variables, reflection plays a key role in students engagement in PA. Background Globally, four out of five adolescents do not achieve recommended levels of physical activity (PA) (Hallal et al., 2012). Regular participation in PA is associated with a decreased risk of cardiovascular disease (Warburton et al. 2006), obesity and improvements in psychological functioning in adolescents (Biddle & Asare, 2011). As activity levels track from adolescence to adulthood (Malina, 2001; Telama et al., 2005) young people are at risk

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“…A large body of research supports the use of exercise as a treatment for depression and anxiety across a wide range of ages and with special populations. Evidence shows that habitual physical activity is important for both mental and physical well-being (Greer &Trivedi, 2009;Larun, Nordheim, Ekeland, Hagen, & Heian, 2006;Lawlor & Hopker, 2001;Matthews & Moran, 2011;Mead et al, 2009;Sjosten & Kivela, 2006).…”

Section: Education Statesmentioning

confidence: 99%

Young Adults in Transition: Factors That Support and Hinder Growth and Change

Treadway¹,

Holloway²

2018

JTSP

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Young adults between 18 and 24 years of age with mental illness are significantly less likely to receive mental health services than adults in older age groups. Nationally, higher rates of depression, substance abuse, and psychiatric issues are reported in this age group. A therapeutic model referred to as young adult transition programs has emerged to better address the unique developmental challenges found in this age group. This study examined 317 critical incidents that supported or hindered young adults in a therapeutic transition program. The research design used a combination of an instrumental case study and critical incident technique (CIT). Using interviews and the Outcome Questionnaire 45.2, the study explored indepth the experiences of 17 young adults who were alumni of a young adult transition program. The research focused on critical incidents that supported or hindered the young adult in their process of growth and change while in treatment and whether meaningful change lasted beyond treatment. Its objective was to better understand the transition experience from a participant perspective and, through the findings, inform program development and evaluation for young adult transition programs. Several significant findings emerged from the data, among them the importance of interpersonal relationships, experiential education and adventure, individualized programming, and community and culture. An understanding of these findings leads to a discussion on transformational mentoring and leadership as well as relational cultural practice and how this can support leaders of transition programs in further research and program development. The limitations of the study are discussed and suggestions for future studies are offered. This

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Physical Activity and Self-regulation Strategy Use in Adolescents

Cited by 13 publications

References 26 publications

Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C)

Investigating the association of self-regulated learning skills and physical activity in Hong Kong Chinese and Scottish adolescents

Young Adults in Transition: Factors That Support and Hinder Growth and Change

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