scholarly journals Tale of Two Frames

Eureka ◽  
2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Aryan Azmi ◽  
Cristiane Cruz
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Autonomous Motivation ◽  
Framing Effects ◽  
Persuasive Communication ◽  
Control Group ◽  
Area Of Interest ◽  
Autonomous Regulation ◽  
Activity Promotion ◽  
Significant Difference

Background. Physical activity has been shown to decrease the risk of a variety of diseases. However, recent studies indicate that only 15% of Canadian adults engage in adequate levels of physical activity. As such, an area of interest for physical activity promotion has been the use of persuasive messages, specifically, the use of framing effects as a method of persuasive communication. This study uses the Self-Determination Theory (SDT) to investigate the effects of framed health messages on autonomous motivation. Methods. 107 York University undergraduate students (N=107; 51 females, 56 males) ages 18 – 30 were recruited from the school of Kinesiology and Health Sciences. Participants were randomly assigned to one of three message groups: gain-framed, loss-framed and control. They were given and instructed to read the messages. Afterwards, the participants’ autonomous motivation levels were measured. Results. 68.2% of the participants were considered physically active. No significant difference in autonomous regulation levels were observed between the three frame groups. However, a significant interaction was shown between participants’ gender and frame condition; among the female participants, levels of autonomous regulation were significantly higher in the loss frame group, when compared to the control group. Conclusion. Based on the results of this study, women who were exposed to loss-framed messages tended to demonstrate higher levels of autonomy. Similar framing effects were not evident in males.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

scholarly journals Effectiveness of Text Messaging as an Incentive to Maintain Physical Activity after Cardiac Rehabilitation: A Randomized Controlled Pilot Study

2021 ◽  
Vol 18 (12) ◽  
pp. 6645
Author(s):  
Giulia Foccardi ◽  
Marco Vecchiato ◽  
Daniel Neunhaeuserer ◽  
Michele Mezzaro ◽  
Giulia Quinto ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Exercise Testing ◽  
Text Messages ◽  
Control Group ◽  
Stand Test ◽  
Randomized Controlled ◽  
Sit To Stand ◽  
Significant Difference

Although the efficacy of cardiac rehabilitation (CR) is proven, the need to improve patients’ adherence has emerged. There are only a few studies that have investigated the effect of sending text messages after a CR period to stimulate subjects’ ongoing engagement in regular physical activity (PA). A randomized controlled pilot trial was conducted after CR, sending a daily PA text message reminder to an intervention group (IG), which was compared with a usual care control group (CG) during three months of follow-up. Thirty-two subjects were assessed pre- and post-study intervention with GPAQ, submaximal iso-watt exercise testing, a 30 s sit-to-stand test, a bilateral arm curl test, and a final survey on a seven-point Likert scale. A statistically significant difference in the increase of moderate PA time (Δ 244.7 (95% CI 189.1, 300.4) minutes, p < 0.001) and in the reduction of sedentary behavior time (Δ −77.5 (95% CI 104.9, −50.1) minutes, p = 0.004) was shown when the IG was compared with the CG. This was associated with an improvement in heart rate, blood pressure, and patients’ Borg rating on the category ratio scale 10 (CR10) in iso-watt exercise testing (all p < 0.05). Furthermore, only the IG did not show a worsening of the strength parameters in the follow-up leading to a change of the 30 s sit-to-stand test with a difference of +2.2 (95% CI 1.23, 3.17) repetitions compared to CG (p = 0.03). The telemedical intervention has been appreciated by the IG, whose willingness to continue with regular PA emerged to be superior compared to the CG. Text messages are an effective and inexpensive adjuvant after phase 2 CR that improves adherence to regular PA. Further studies are needed to confirm these results in a larger patient population and in the long term.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals Physical exercise during pregnancy and its influence in the type of birth

2012 ◽  
Vol 10 (4) ◽  
pp. 409-414 ◽  
Author(s):  
Lílian Cristina da Silveira ◽  
Conceição Aparecida de Mattos Segre
Keyword(s):  
Physical Activity ◽  
Physical Exercise ◽  
Basic Education ◽  
Exercise Program ◽  
Regular Physical Activity ◽  
Control Group ◽  
Significance Level ◽  
Vaginal Deliveries ◽  
Significant Difference ◽  
Primiparous Women

OBJECTIVE: To verify if medium intensity exercise performed during pregnancy can influence in the type of delivery, and to observe compliance to an exercise program among primiparous women with different levels of schooling. METHODS: A study carried out at the Centro de Incentivo ao Aleitamento Materno, in São Sebastiao (SP), between April 7, 2008, and April 14, 2009. A prospective study involving 66 primiparous women who were divided into two groups: an Exercise Group, engaged in regular physical activity during pregnancy, and the Control Group, that did not participate in regular physical activity during the same period. Significance level in this project was 5% (p=0.05). RESULTS: The group that did engage in regular exercise had a higher rate of vaginal deliveries, with a statistically significance difference evaluated by the χ² test (p=0.031). The pregnant women with the highest level of schooling showed greater compliance with the exercise program, with a statistically significant difference (p=0.01736). CONCLUSION: Physical exercise in primiparous women increased the chances of vaginal deliveries, and there was greater compliance with the exercise program among those with a higher level of schooling when compared to those with a basic education.

scholarly journals Level of physical activity in undergraduate students in Peshawar, Pakistan

2021 ◽  
Vol 7 (1) ◽  
pp. ID20
Author(s):  
Shahid Alam ◽  
Sardar Bakht Khan ◽  
Qamar Wahid Khattak ◽  
Syed Zain Ul Abidin ◽  
Salman Farooqi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Physical Inactivity ◽  
Short Form ◽  
Demographic Data ◽  
Activity Level ◽  
P Value ◽  
Moderate Physical Activity ◽  
Significant Difference ◽  
The University

Background: Physical activity is one of the leading health indicators, considered an essential factor in the population's health and quality of life promotion. Physical inactivity is the fourth leading risk factor for global mortality. Physical inactivity has been linked with chronic disease and obesity in most populations. This study aims to compare the prevalence of physical activity and overweight/obesity among students of the university. Methods: A cross-sectional survey was conducted from March to September 2019 on undergraduate students from different departments of Peshawar University. A sample of 377 (male n = 243, female n = 134) was taken through convenience sampling. Those individuals who were physically disabled and not willing to participate were excluded from the study. Those meeting the inclusion criteria were given the International Physical Activity Questionnaire (IPAQ short form). Demographic data included age, weight, and height was self-stated by the participants. The levels of physical activity in each of three domains (leisure, transport, and domestic) were calculated and presented as metabolic equivalent (M.E.T.) hour per week in the form of means, percentage, and frequency in different physical activity domains. Results: The overall sample showed that 13.70% of participants were inactive, 27.76% showed a low level of physical activity, 41.29% showed moderate physical activity level, and 17.24% showed a high level of physical activity. A total of 90.98% of participants were involved in leisure physical activities, 93.10% presented transport-related physical activity, and 74.80% were involved in domestic-related physical activity. Average time spent during sitting was found to be 53.32 hrs/week and 7.61 hrs/ day, with females being more involved in sitting activities as compared to males. A significant difference was found between B.M.I. and sitting domain (p-value 0.002) with a Pearson value of -0.12 showing a negative correlation. Conclusion: The B.M.I. and Physical Activity are found negatively associated with each other. Male students were more physically active than females as females spend their majority of time sitting. It is concluded that students are moderately active, while a minimal percent of students are highly active. There were a few numbers of respondents too who were physically inactive, which shows that there is still unawareness of physical activity on the university level.

Investigating the Effect of Positive, Intermediate and Negative Enabling and Training Factors Affecting Physical Activity in Pregnant Women

2021 ◽  
Author(s):  
Leila Kianfard ◽  
Farkhonde Amin SHokravi ◽  
Sakineh Rakhshanderou ◽  
Shamsaddin Niknami
Keyword(s):  
Physical Activity ◽  
Pregnant Women ◽  
Control Group ◽  
Control Groups ◽  
Enabling Factors ◽  
Factors Affecting ◽  
Significant Difference ◽  
E Learning ◽  
And Control ◽  
Experimental Group

Abstract BackgroundPhysical activity during pregnancy period is one of the issues with priority during pregnancy period. Researches show that women reduce their physical activity during this period and are unaware of the benefits on the health of the mother and embryology. Although researchers regarding physical activity during pregnancy have prepared many guidelines; it is not however clear why pregnant women do not perform physical activity and the effectiveness factors that facilitate the desired behavior. MethodsThe research population included all pregnant women aged 18 to 40 years with gestational age of 12-38 weeks referring to the healthcare centers in District 5 of Tehran Municipality, from 22 districts of the city who had eliminated their physical activity during pregnancy. Questionnaires of physical activity assessment questionnaire after educational intervention in pregnant women (PPAQ) and a questionnaire designed based on the results of the needs assessment and the dimensions of the PEN-3 model were used for assessment. This study is a Research Clinical Trial (RCT). Due to the nature, a quasi-experimental research design (pre-test, post-test) with the control group was used in this research. ResultsBased on the obtained results, the intervention based on E-learning has a significant effect of enabling factors to increase physical activity in pregnant women in the experimental group. In addition, the intervention based on E-learning has a significant effect on the training factors in order to increase physical activity in pregnant women in the experimental group. ConclusionBased on the research results, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from training factors in the pretest and the experimental group. Furthermore, it can be said that there is a statistically significant difference between the experimental and control groups in the scores obtained from the enabling factors in the pre-test and the experimental group.

Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

2020 ◽  
Author(s):  
Saeideh Shahsavari ◽  
Sakineh dadipoor ◽  
Mohtasham Ghaffari ◽  
Ali Safari-Moradabadi
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
Stages Of Change ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Chi Square ◽  
Significant Difference ◽  
Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

scholarly journals Using Gamification and Social Incentives to Increase Physical Activity and Related Social Cognition among Undergraduate Students in Shanghai, China

2019 ◽  
Vol 16 (5) ◽  
pp. 858 ◽  
Author(s):  
Dandan Mo ◽  
Mi Xiang ◽  
Mengyun Luo ◽  
Yuanyuan Dong ◽  
Yue Fang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Cognition ◽  
Undergraduate Students ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Daily Physical Activity ◽  
Control Group ◽  
Activity Duration ◽  
Social Incentives ◽  
Physical Activity Duration

Gamification and social incentives are promising strategies to increase the effectiveness of web-based physical activity (PA) interventions by improving engagement. In this study, we designed a PA intervention integrating gamification and social incentives based on the most popular social networking service in China, WeChat. A controlled trial involving 52 Chinese undergraduate students was implemented to evaluate the effectiveness of the intervention. Subjects in the intervention group received a 7-week intervention. PA behavior and related social cognitive variables according to the theory of planned behavior were measured at the baseline and after the intervention. Daily physical activity duration was measured during the intervention. The results showed that PA-related subjective norms, perceived behavior control, and intention, as well as self-reported vigorous physical activity and moderate physical activity in the intervention group, were increased after the intervention, compared with the control group (p <0.05). During the intervention, perceived daily physical activity duration in the intervention group was on the rise, while it declined in the control group (p <0.001). The findings indicate that WeChat-based intervention integrating gamification and social incentives could effectively increase subjectively measured PA and related social cognition among Chinese undergraduate students and that it is a promising way to ameliorate the problem of insufficient PA among youths.

Carbonated beverage consumption is associated with lower C-peptide in adolescents

2019 ◽  
Vol 32 (5) ◽  
pp. 447-454
Author(s):  
Shengkai Ye ◽  
Haiying Chen ◽  
Xia Ren ◽  
Jie Wen ◽  
Ying Du ◽  
...  
Keyword(s):  
Physical Activity ◽  
Multivariate Logistic Regression Analysis ◽  
Blood Lipid ◽  
Control Measures ◽  
Control Group ◽  
Oral Glucose ◽  
C Peptide ◽  
Beverage Consumption ◽  
Carbonated Beverages ◽  
Significant Difference

Abstract Background Too much consumption of carbonated beverages increases the risk of diabetes. Insulin deficiency and the body’s decreased sensitivity to insulin cause diabetes. C-peptide can assess a person’s own insulin secretion. The decrease of C-peptide is closely related to the occurrence of diabetes and its chronic complications. The present study assessed the effect of carbonated beverages on C-peptide in adolescents and analyzed the correlation between C-peptide and the drinking index (DI). Methods The subjects investigated including 463 adolescents were divided into a carbonated beverages group, a non-carbonated beverages group and a control group. The general demographic characteristics, beverage consumption status, physical activity and family history of hypertension and diabetes were interviewed with a questionnaire designed by us. All the subjects maintained their original lifestyle and received the oral glucose tolerance test. Various biochemical indicators and C-peptides were detected in these three groups. The data were analyzed by statistical analysis, and multivariate logistic regression analysis was used to examine the risk factors related to C-peptide. Results Blood glucose, blood lipid, liver function and renal function had no statistically significant difference among the three groups. C-peptide levels were lower in the carbonated beverages group and the non-carbonated beverages group than in the control group. Compared to the non-carbonated beverages group, there was a significant decrease in C-peptide levels in the carbonated beverages group. Logistic analysis demonstrated that DI was negatively correlated with C-peptide levels when the physical activity was adjusted. The odds ratio (OR) (OR = 2.540, 95% confidence interval [CI] 1.121–5.752) value difference was statistically significant at a stratification level of DI ≥ 6. Conclusions The C-peptide of adolescents was affected by the long-term consumption of beverages, and the effect of carbonated beverages was even more obvious. DI ≥ 6 bottle-years was a risk factor for diabetes, and we can constitute prevention and control measures accordingly so as to reduce the incidence of diabetes.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

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