The Importance of Self-Monitoring for Behavior Change in Youth

Findings from the SWITCH® School Wellness Feasibility Study

Dados Bibliográficos

ID15460751
AutoresGabriella M McLoughlin (0000-0002-7731-2382, Iowa State University, autor correspondente), Richard R Rosenkranz (0000-0002-8242-3546, Kansas State University), Joey A Lee (0000-0001-5890-6591, University of Colorado Colorado Springs), Maren Wolff (0000-0003-1013-4363, Iowa State University), Senlin Chen (0000-0003-0945-4271, Louisiana State University), David A Dzewaltowski (0000-0002-6592-1041, University of Nebraska Medical Center), Spyridoula Vazou (0000-0003-2524-1268, Iowa State University), Lorraine Lanningham-Foster (Iowa State University), Lorraine Lanningham‐Foster (Iowa State University), Douglas A Gentile (0000-0002-5934-2860, Iowa State University), Marisa S Rosen (0000-0002-9606-4812, University of Nebraska Medical Center), Gregory J Welk (0000-0001-7132-9725, Iowa State University)
Ano2019
Volume16
Fascículo20
Páginas3806-3806
Data de publicação2019-10-10
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores do periódicoISSN: 1661-7827 • E-ISSN: 1660-4601
EditoraMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph16203806
PMID31658604
OpenAlexW2980274080
IdiomaEN
Citações recebidas11
Referências citadas28

School Wellness Integration Targeting Child Health (SWITCH ® ) is a school wellness implementation initiative focused on building capacity for schools to plan and coordinate wellness programming. Grounded in Social Cognitive Theory (SCT), the purpose of this study was to evaluate the utility of the web-based, self-regulation system on physical activity (PA) behavior outcomes. At pre-test and post-test, students in SWITCH ® schools ( n = 8) completed the online Youth Activity Profile (YAP) to assess PA and sedentary behavior (SB). Students ( n = 513) were categorized into high or low self-monitoring groups (using a median split) based on their use of the web-based self-regulation platform. Linear mixed models were used to assess differences in moderate-to-vigorous PA (MVPA) and sedentary behavior, with school, classroom, student, time-by-school, and time-by-classroom random effects and main and interaction fixed effects for student self-monitoring, gender, and time. Significant self-monitoring-by-time interactions were observed for estimates of PA F(1, 477) = 5.55, p = 0.02 and SB F(1, 477) = 4.90, p = 0.03. Students in the high self-monitoring group had larger gains in PA per day and larger declines in hours per day of sedentary screen time behavior compared to students in the low self-monitoring group. These findings support the utility of web-based self-regulation for facilitating PA change in youth

Developmental psychology · Physical activity · Physical therapy · Screen time · Sedentary behavior · Self-monitoring · Social cognitive theory · Test (biology · Web application · World Wide Web · Behavioral Health and Interventions · Computer Science · Medicine · Obesity, Physical Activity, Diet · Physical Activity and Health · Psychology · Social Psychology · Gerontology