Reciprocal relationships between self‐efficacy, outcome satisfaction, and attendance at an exercise programme

Selzler, Anne-Marie; Berry, Tanya R.; McFadden, Kimberley; Husband, Cassandra; Hall, Craig

doi:10.1111/bjhp.12343

Cited by 14 publications

(5 citation statements)

References 26 publications

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“…However, there was no significant association between therapist-patient interaction and self-efficacy. This finding concurs with the results of other studies, which reported that satisfaction with therapy outcome and selfefficacy were considered factors that can motivate patients to adhere to exercise program but without a causal relationship to each other (Selzler et al, 2019).…”

Section: Discussionsupporting

confidence: 92%

Self‐efficacy in patients with chronic musculoskeletal conditions discharged from physical therapy service: A cross‐sectional study

Souza

Martins

Libardoni

et al. 2020

Musculoskeletal Care

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Objectives This study aimed to investigate self‐efficacy levels of patients after finishing rehabilitation for chronic musculoskeletal conditions and identify factors related to self‐efficacy. Method Two hundred and eight patients aged >40 years with musculoskeletal disorders were included. Self‐efficacy was assessed by the Chronic Pain Self‐Efficacy Scale (CPSS), and regression analyses were used to test six predictors of self‐efficacy: age, symptom duration, number of physical therapy sessions, postdischarge pain intensity, perceived clinical improvement, and cognitive reassurance. Self‐efficacy was compared between patients who reported improvement and worsening of their clinical condition, and a cutoff value for self‐efficacy was established using receiver operating characteristic curve analyses to distinguish patients with severe pain from those with mild to moderate pain. Results Better perceived clinical improvement (Beta = −0.37, p = 0.000), lower pain intensity (Beta = −0.33, p = 0.000), and a lower number of physical therapy sessions (Beta = −0.12, p = 0.027) were related to greater self‐efficacy. No significant associations were observed between self‐efficacy and age, symptom duration, and cognitive reassurance. The patients who reported improvement had greater self‐efficacy (204.76 ± 52.80) than those who reported worsening of their clinical condition (145.45 ± 44.18; p = 0.000). A CPSS score of 172 points (sensitivity of 0.77; specificity of 0.72) may indicate low self‐efficacy. Conclusion A higher perception of self‐efficacy after discharge from physiotherapy is associated with better perceived clinical improvement, lower pain intensity, and a lower number of physical therapy sessions. Therefore, interventions to support patients' exercise‐based rehabilitation should include self‐efficacy, which may affect the prognosis of patients with chronic conditions.

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Section: Discussionsupporting

confidence: 92%

Self‐efficacy in patients with chronic musculoskeletal conditions discharged from physical therapy service: A cross‐sectional study

Souza

Martins

Libardoni

et al. 2020

Musculoskeletal Care

View full text Add to dashboard Cite

show abstract

“…13 Within the exercise context, self-efficacy has been examined as a multidimensional construct, comprising three types: a) task SE, the confidence to complete basic exercise skills and movements; (b) coping SE, confidence to exercise in the face of challenges, such as lacking energy and; (c) scheduling SE, confidence to regularly schedule exercise sessions. 14 Extensive evidence demonstrates that the types of self-efficacy differentially predict exercise behaviour [15][16][17][18] which suggests that self-efficacy beliefs may have important implications for understanding the discordance between exercise intentions and behaviour. Indeed, researchers 10,16 have argued that assessing the roles of multiple efficacy constructs should prove useful in understanding complex behaviours such as the initiation of exercise, which requires effort, time, energy, and skills.…”

Section: The Intention Behaviour Gap In Exercisementioning

confidence: 99%

The Relationship of Self-efficacy and Explicit and Implicit Associations on the Intention–Behavior Gap

Divine¹,

Berry²,

Hall³

2021

Journal of Physical Activity and Health

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Background: Recent physical activity research is limited by intention–behavior discordance and is beginning to recognize the importance of automatic processes in exercise. The purpose of the current study was to examine the role of multidimensional exercise self-efficacy (SE), explicit–implicit evaluative discrepancies (EIEDs) for health, and appearance on the intention–behavior gap in exercise. Methods: A total of 141 middle-aged inactive participants (mean age = 46.12 [8.17] y) completed measures of intentions, SE, and explicit and implicit evaluations of exercise outcomes. The participants were classified as inclined actors (n = 107) if they successfully started the exercise program and inclined abstainers (n = 35) if they were not successful. Results: The inclined actors and abstainers did not differ on intentions to exercise; however, the inclined actors had higher coping SE and lower EIEDs for health. In addition, the coping SE (Exp [β] = 1.03) and EIEDs for health (Exp [β] = −0.405) were significant predictors of being an inclined actor. Conclusions: The interaction between explicit and implicit processes in regard to health motives for exercise appears to influence the successful enactment of exercise from positive intentions. As most physical activity promotion strategies focus on health as a reason to be active, the role of implicit and explicit evaluations on behavioral decisions to exercise may inform future interventions.

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“…Lent et al (2007) examined the influence of social cognitive factors on student academic satisfaction and further confirmed the influence of self-efficacy on academic satisfaction in the context of engineering students in the United States. Similarly, the positive relationship between student self-efficacy and satisfaction has also been investigated by other empirical studies, such as Puzziferro (2008), Kuo et al (2014), Machmud (2018), andSelzler et al (2019). This study makes the argument that a student with higher self-efficacy tends to be stronger at achieving academic satisfaction.…”

Section: The Antecedents Of International Student Academic Satisfactionmentioning

confidence: 52%

The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand

Guo,

Laokulrach

2023

Nurture

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Purpose: The contributions of teacher intercultural competence to educational outcomes, including student self-efficacy, engagement, and academic satisfaction, were investigated in this study. Design/Methodology/Approach: The study applies the quantitative method using primary data from the survey collected from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling is used to analyze the relationships of variables between conceptual constructions. Findings: The results indicate that teacher intercultural competence has positive and significant effects on international student self-efficacy and engagement but has no significant effect on international student academic satisfaction. Conclusion: This study provides new insight into international student self-efficacy, engagement, and academic satisfaction from the perspective of teacher intercultural competence. Research Limitations/Implications: In this study, undergraduate international students were selected only from China and Thailand, which is considered a research limitation. Thus, increasing the generalizability of the whole population by collecting data from more universities is suggested for future research. Practical Implications: Educational policymakers or university administrators should improve international student educational outcomes from the perspective of teacher education and professional development. Teacher intercultural competence should be considered a significant part of teacher education and professional development. If the teachers understand the cultural or behavioral differences from the perspective of students, they can construct a more inclusive and effective academic environment. Contribution to Literature: This study proposed and confirmed the mediating role of international student self-efficacy, which brings clarification to the formational mechanism of how teacher intercultural competence affects international student engagement and academic satisfaction.

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Reciprocal relationships between self‐efficacy, outcome satisfaction, and attendance at an exercise programme

Cited by 14 publications

References 26 publications

Self‐efficacy in patients with chronic musculoskeletal conditions discharged from physical therapy service: A cross‐sectional study

Self‐efficacy in patients with chronic musculoskeletal conditions discharged from physical therapy service: A cross‐sectional study

The Relationship of Self-efficacy and Explicit and Implicit Associations on the Intention–Behavior Gap

The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand

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