title: Can changes in psychosocial factors and residency explain the decrease in physical activity during the transition from high school to college or university?
abstract: BACKGROUND
  When students make the transition from high school to college or university, their physical activity (PA) levels decrease strongly. Consequently, it is of crucial importance to identify the determinants of this decline in PA.
  
  
  OBJECTIVE
  The study aims were to (1) examine changes in psychosocial factors in students during the transition from high school to college/university, (2) examine if changes in psychosocial factors and residency can predict changes in PA, and (3) investigate the moderating effects of residency on the relationship between changes in psychosocial factors and changes in PA.
  
  
  METHODS
  Between March 2008 and October 2010, 291 Flemish students participated in a longitudinal study, with baseline measurements during the final year of high school and follow-up measurements at the start of second year of college/university. At both time points, participants completed a questionnaire assessing demographics, active transportation, leisure-time sports, psychosocial variables, and residency. Repeated measures MANOVA analyses and multiple moderated hierarchic regression analyses were conducted.
  
  
  RESULTS
  Modeling, self-efficacy, competition-related benefits, and health-related, external and social barriers decreased, while health-related benefits and time-related barriers increased from baseline to follow-up. Decreases in modeling and time-related barriers were associated with a decrease in active transportation (adjusted R(2) = 3.2%); residency, decreases in self-efficacy, competition-related benefits, and increases in health- and time-related barriers predicted a decrease in leisure-time sports (adjusted R(2) = 29.3%). Residency only moderated two associations between psychosocial factors and changes in PA.
  
  
  CONCLUSIONS
  Residency and changes in psychosocial factors were mainly important to explain the decrease in leisure-time sports. Other factors such as distance to college/university are likely more important to explain the decrease in active transportation; these are worth exploring in future studies. Because few interactions were found, similar interventions, focusing on self-efficacy, time management, and increasing perceived benefits may be effective to increase leisure-time sports in all students.
authors.affiliation: Research Foundation Flanders (FWO), Egmontstraat 5, 1000, Brussels, Belgium, delfien.vandyck@ugent.be.
authors.forename: Delfien
authors.initials: D
authors.lastname: Van Dyck
authors.forename: Ilse
authors.initials: I
authors.lastname: De Bourdeaudhuij
authors.forename: Tom
authors.initials: T
authors.lastname: Deliens
authors.forename: Benedicte
authors.initials: B
authors.lastname: Deforche
mesh_terms: D000293:Adolescent; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007899:Leisure Activities / Q000523:psychology*; D008137:Longitudinal Studies; D008297:Male; D009043:Motor Activity / Q000502:physiology*; D012044:Regression Analysis; D020377:Self Efficacy; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D014495:Universities; D055815:Young Adult