Changes in Self-Efficacy and Outcome Expectations from Child Participation in Bicycle Trains for Commuting to and from School

Autor/inn/en	Huang, Cathy; Dannenberg, Andrew L.; Haaland, Wren; Mendoza, Jason A.
Titel	Changes in Self-Efficacy and Outcome Expectations from Child Participation in Bicycle Trains for Commuting to and from School
Quelle	In: Health Education & Behavior, 45 (2018) 5, S.748-755 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendoza, Jason A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198118769346
Schlagwörter	Self Efficacy; Transportation; Low Income; Physical Activities; Behavior Change; Parent Attitudes; Grade 4; Grade 5; Elementary School Students; Intervention; Control Groups; Child Health; Health Behavior; Health Promotion; Public Schools; Safety Equipment; Program Descriptions; Social Cognition; Washington (Seattle) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Verkehrswesen; Niedriglohn; Elternverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Health behaviour; Gesundheitsverhalten; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Public school; Öffentliche Schule; Sicherheitstechnik; Soziale Kognition
Abstract	Background: Active commuting to school (ACS) is associated with increased physical activity and lowered risk of obesity. In observational studies, ACS was associated with child self-efficacy, parent self-efficacy, and parent outcome expectations, although few experiments have assessed changes in these behavioral constructs. Aim: This study examined the effects of a bicycle train intervention (BTI) on child self-efficacy, parent self-efficacy, and parent outcome expectations in a diverse, low socioeconomic status population. Method: Data were from a 2014 BTI pilot randomized controlled trial (RCT) on fourth to fifth graders aged 9 to 12 years, n = 54, from four schools serving low-income populations in Seattle, Washington. The BTI was a group of children and study staff who cycled together to/from school daily, while controls received no intervention. Responses to validated child self-efficacy, parent self-efficacy, and parent outcome expectations questionnaires ranged from 1 to 3. Adjusted linear mixed effects models estimated standardized coefficients for child self-efficacy, parent self-efficacy, and parent outcome expectations comparing intervention and controls from Time 1 (preintervention) to Time 2 (final 4-6 weeks of intervention). Results: The intervention group had increases in child self-efficacy of 0.84 standard deviations (95% confidence interval [CI] [0.37, 1.31]), parent self-efficacy of 0.46 standard deviations (95% CI [0.05, 0.86]), and parent outcome expectations of 0.47 standard deviations (95% CI [0.17, 0.76]) compared with controls from Times 1 to 2 (all ps <0.05). Conclusion: A BTI improved child self-efficacy, parent self-efficacy, and parent outcome expectations, which warrants a larger RCT to examine long-term changes to these behavioral constructs and ACS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01