Self-efficacy theory and the theory of planned behavior: teaching physically active physical education classes.
The purpose of our investigation was to examine determinants of teachers' intentions to teach physically active physical education classes (i.e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theory of planned behavior, a model was examined hypothesizing that teachers' intentions were determined by subjective norm, attitude, and perceived behavioral control. Grounded in self-efficacy theory, it was hypothesized that program goal importance and hierarchical and barrier self-efficacy would also predict intention. Using a series of hierarchical regression analyses, the theory of planned behavior was supported by accounting for 59% of the variance in intention due to attitude, perceived behavioral control, and subjective norm. Self-efficacy theory based variables received minimal support.
Division of Kinesiology, Health, and Sport Studies at Wayne State University, Detroit, MI 48202, USA. aa3975@wayne.edu
Jeffrey J
JJ
Martin
Pamela Hodges
PH
Kulinna
D000328:Adult; D005178:Faculty / Q000706:statistics & numerical data*; D005260:Female; D015438:Health Behavior; D006801:Humans; D033182:Intention; D008297:Male; D017145:Models, Educational; D009043:Motor Activity; D015999:Multivariate Analysis; D010806:Physical Education and Training / Q000379:methods*; D012044:Regression Analysis; D020377:Self Efficacy; D013663:Teaching / Q000379:methods*; D014481:United States