Araştırma Makalesi
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Lise Öğrencilerinin Egzersiz Davranışı Değişim Basamakları ve Fiziksel Aktivite Öz-Yeterlik Düzeyleri

Yıl 2018, Cilt: 18 Sayı: 73, 59 - 76, 20.01.2018

Öz

Problem Durumu: Fiziksel aktivite (FA) ve sağlık ilişkisi farklı boyutlarda araştırılmış ve çocuklarda, gençlerde birçok faydası olduğu kanıtlanmıştır. Özellikle obeziteye karşı riskleri azalttığı, diyabet vb. kronik hastalıkları önlemede etkin olduğu, kardiyovasküler rahatsızlıkları azalttığı, kemikleri ve kasları güçlendirdiği gibi akıl sağlığımızı, ruh halimizi iyileştirdiği, depresyon, endişeyi azalttığı, sosyal ilişkileri ve psikolojik iyi olma halimize katkılar sağladığı rapor edilmiştir. Ayrıca, akademik gelişime olumlu etkileri olduğu belirlenmiştir.

Buna rağmen, lise yıllarında öğrencilerin FA düzeyi ve spora katılımları yaşa bağlı olarak ciddi bir şekilde düşmektedir. Alan yazına baktığımızda erken gençlik yıllarında hareketsiz yaşam tarzının arttığı ve özellikle kız öğrencilerde daha yüksek olduğu görülmektedir. Lise öğrencilerinin egzersiz davranışı değişim basamakları ve FA öz-yeterlik düzeyleri hakkında ulaşılan alan yazında sınırlı bilgi mevcuttur.

Araştırmanın Amacı: Bu çalışmanın amacı lise öğrencilerinin FA katılımda engelleri aşmada FA öz-yeterlik ve Egzersiz Davranışı Değişim Basamakları (EDDB) düzeylerini cinsiyet, yaş ve okul türü değişkenleriyle incelemektir. Araştırma soruları ise; (1) Lise öğrencilerinin EDDB düzeyleri ile cinsiyet, okul türü arasında fark var mıdır?, (2) Lise öğrencilerini FA öz-yeterlik ile EDDB arasında fark var

76 Cevdet CENGIZ - Kubra TILMAC

Eurasian Journal of Educational Research 73 (2018) 59-76

mıdır?, (3) Lise öğrencilerinin FA öz-yeterlik düzeyleri ile cinsiyet, yaş, okul türü arasında fark var mıdır? şeklindedir.

Araştırmanın Yöntemi: Marmara Bölgesindeki bir il merkezi ve ilçeleri seçilen çalışmada farklı okul türlerinde okuyan lise öğrencilerine tarama deseniyle ulaşılmıştır. Örnekleme yöntemi, tabakalı örnekleme olup her bir okulda (temsil oranı=%25) katılımcılar belirlenmiştir. İl Milli Eğitim Müdürlüğü ve Etik Kurul onayı ile okullara gidilerek uygun saatler belirlenmiş ve 21 lise (İl Merkezi=6, İlçeler=15) araştırmaya katılmayı kabul etmiştir. Çalışmanın örneklem sayısı ilde okuyan toplam öğrenci sayısının (n=22,491) %5’ine ulaşmak olmuştur. Örneklem sayısı anketler incelenerek boş, yanlış ve eksik olan anketler çıkartılarak (n=1283) olarak hesaplanmıştır. Katılımcılar “Egzersiz Davranışı Değişim Basamakları” ile “Fiziksel Aktivite Öz-Yeterlik” anketlerini doldurmuştur. Veri analizinde betimleyici istatistik, Pearson Ki-Kare testi ve Çok Yönlü Varyans Analizi [Multivariate Analyses of Variance (MANOVA)] uygulanmıştır.

Araştırmanın Bulguları: Veri toplama aracı olan fiziksel aktivite öz-yeterlik anketi, açımlayıcı faktör analizi (n=629) ve doğulayıcı faktör analizi (n=261) ile geçerlik ve güvenirliği sağlanmıştır. Elde edilen bulgulara göre (n=393) erkek öğrencilerin kız öğrencilere göre daha üst egzersiz davranışı değişim basamaklarında ve yüksek düzeyde FA öz-yeterlik seviyelerinde oldukları görülmüştür. Lise öğrencilerinin egzersiz davranışı değişim basamakları dağılımlarına baktığımızda: aktif olmayan basamaklarda (neğilim-öncesi, eğilim ve hazırlık=216, 54.9%) ve aktif basamaklarda (nhareket ve devamlılık= 177, 45.1%) olduğu saptanmıştır. Egzersiz davranışı değişim basamakları ile cinsiyet [EDDB X2(4, n=393) = 14.64, p=0.01] arasında anlamlı fark bulunurken okul türü [X2(20, n=393) = 39.42, p > 0.05] arasında istatiksel olarak anlamlı fark tespit edilmemiştir. Yapılan MANOVA analizi sonuçlarına göre ise FA öz-yeterlik ile EDDB arasında fark belirlenmiştir (Pillai’s Trace = .09, F(12,678) = 1.92, p < .05). Bu farkın lise öğrencilerinin FA katılımda engelleri aşmada öz-yeterlik ölçeğinin alt boyutlarının tamamından (içsel, kişisel ve sosyal, zaman ilişkili öz-yeterlik) kaynaklandığı görülmüştür. Diğer yandan istatiksel olarak FA öz-yeterlik ile cinsiyet, yaş ve okul türü arasında anlamlı fark tespit edilmemiştir (p > .05).

Araştırmanın Sonuçları ve Önerileri: Egzersiz davranışı değişim basamakları ile araştırmaya katılan öğrencilerin cinsiyetin etkili olduğu belirlenmiştir. Kız öğrencilerin düşük düzeyde FA katılımda engelleri aşmada öz-yeterlik ve egzersiz davranışı değişim alt basamaklarında oldukları görülmüştür. İleride yapılacak çalışmalarda kız öğrencilerin FA öz-yeterlikleri ve egzersiz davranış niyetleri esas alınarak basamak temelli deneysel araştırmalar önerilmektedir.

Kaynakça

  • Anderssen, N., Wold, B., & Torsheim, Y. (2013). Tracking of physical activity in adolescence. Research Quarterly for Exercise and Sport, 76(2), 119-129. doi: 10.1080/02701367.2005.10599274
  • Azevedo, M. R., Menezes, A. M., Assuncao, M. C., Goncalves, H., Arumi, I., Horta, B. L., & Halla, P. C. (2014). Tracking of physical activity during adolescence: the 1993 Pelotas Birth Cohort, Brazil. Revista de Saude Publica, 48(6), 925–930. doi: 10.1590/S0034-8910.2014048005313
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bourdeaudhuij, I. D., Philippaerts, R., Crombez, G., Matton, L., Wijndaele, K., Balduck, A-L., & Lefevre, J. (2005). Stages of change for physical activity in a community sample of adolescents. Health Education Research, 20(3), 357–366. doi: 10.1093/her/cyg131
  • Bucksch, J., Finne, E. & Kolip, P. (2008). The transtheoretical model in the context of physical activity in a school-based sample of German adolescents, European Journal of Sport Science, 8(6), 403-412, doi:10.1080/17461390802438748
  • Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum.
  • Cardinal, B. J., Engels, H. J., & Zhu, W. (1998). Application of the Transtheoretical model of behavior change to preadolescents' physical activity and exercise behavior. Pediatric Exercise Science, 10(1), 69-80
  • Cengiz, C., & Ince, M. L. (2013). Children’s self-efficacy for after-school physical activity indifferent school contexts. Journal of Administrative Sciences, 11(21), 135–147
  • Cengiz, C., & Ince, M. L. (2014). Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students. Journal of Physical Activity & Health, 11(8), 1565–1572. doi: 10.1123/jpah.2013-0080
  • Cengiz, C., & Gultekin, K. (2014). Psychometric findings of high school students’ physical activity exercise stages of change questionnaire. Proceedings of 13th International Sport Sciences Congress (pp. 477). Konya, Turkey.
  • Centers for Disease Control and Prevention (2004). The burden of chronic diseases and their risk factors: National and State perspectives. Available from: www.cdc.gov/nccdphp/burdenbook2004/pdf/burden_book2004.pdf
  • Certel, Z. Bahadır, Z., Saracaloglu, A. S. , & Varol, S. R. (2015). The investigation of the relation between the high school students’ self-efficacy and subjective well-being. Journal of Research in Education and Teaching, 4(2), 307-318
  • Citozi, R., Bozo, D., & Pano, G. (2013). An assessment of the perception of physical activity, eating habits, self-efficacy and the knowledge about healthy food in Albanian adolescents. Journal of Human Sport and Exercise, 8(2), 192-203. doi: 10.4100/jhse.2012.8.Proc2.22
  • Corder, K., Sharp, S. J., Atkin, A. J., Griffin, S. J., Jones, A. P., Ekelund, U., & Van Sluijs, E. M .F. (2015). Change in objectively measured physical activity during the transition to adolescence. British Journal of Sports Medicine, 49(11), 730–736. doi: 10.1136/bjsports-2013-093190
  • Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., Samdal, O., Smith, O.R.F., & Barnekow, V. (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children study: International report from the 2009/2010 survey. Copenhagen: WHO Regional Office for Europe, Health Policy for Children and Adolescents
  • Dishman, R. K., Motl, R. W., Saunders, R., Felton, G., Ward, D. S., Dowda, M., & Pate, R. R. (2004). Self-efficacy partially mediates the effect of a school-based physical-activity intervention among adolescent girls. Preventive Medicine, 38(5), 628–636. doi: 10.1016/j.ypmed.2003.12.007
  • Dumith, S. C., Gigante, D. P., Domingues, M. R., Hallal, P. C., Menzes, A. M. B., & Kohl, H. W. (2011). Physical activity change during adolescence: a systematic review and a pooled analysis. International Journal of Epidemiology, 40(3), 685–698.
  • Dwyer, J. J. M., Allison, K. R., & Makin, S. (1998). Internal structure of a measure of self-efficacy in physical activity among high school students. Social Science & Medicine, 46(9), 1175–1182.
  • Dwyer, J. J. M., Chulak, T., Maitland, S., Allison, K. R., Lysy, D. C., Faulkner, G. E. J., & Sheeshka, J. (2012). Adolescents‘ self-efficacy to overcome barriers to physical activity scale. Research Quarterly for Exercise and Sport, 83(4), 513-521.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education, (5th ed.), Boston, MA: McGraw-Hill. Gao, Z., & Harrison, L. (2005). Examining the role of physical self-efficacy as a function of race and gender in physical activity. Research Quarterly for Exercise and Sport, 76(1 Suppl), A -72.
  • Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco, (3rd ed.), CA: Jossey-Bass.
  • Gravetter, F.J., & Wallnau, L.B. (2000). Statistics for the behavioral sciences, (5th ed.), Belmont, CA: Thomson/Wadsworth.
  • Hagger, M. & Chatzisarantis, N. (2005). The social psychology of exercise and sport. Open University Press, New York.
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High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*

Yıl 2018, Cilt: 18 Sayı: 73, 59 - 76, 20.01.2018

Öz

Purpose: The existing literature has shown that the amount of sedentary time during early adolescence is low. This decrease is more pronounced among girls than boys. Therefore, the purpose of this study is to analyze high school students’ exercise-related stages of change (ESC) and physical activity self-efficacy (PASE) for overcoming barriers with respect to gender, age, and school type. Research Methods: The survey method, which employed stratified sampling based on the total number of students at each school, was used to select participants (n=393). Findings: According to the results, male students were at more advanced stages of change and had higher levels of self-efficacy for overcoming barriers than their female counterparts. The distribution of high school students across the stages of change was: inactive stages (nprecontemplation, contemplation, and preparation=216, 54.9%) and active stages (naction and maintenance=177, 45.1%). Gender [ESC X2(4, n=393)=14.64, p=0.01] and the type of school [X2(20, n=393)=39.42, p>0.05] were not significantly related to ESC. MANOVA indicated that self-efficacy was related to ESC (Pillai’s Trace=0.09, F(12,678)=1.92, p<0.05). On the other hand, there was no significant difference in self-efficacy based on age, gender, or school type (p>0.05). Implications for Research and Practice: The sex of students was a significant variable affecting ESC. In addition, the results indicated that lower level of ESC and less PASE exist among female students. Further research should focus on cultivating girls’ exercise habits with the goal of improving exercise behavior intention and self-efficacy for overcoming barriers via stage-specific interventions

Kaynakça

  • Anderssen, N., Wold, B., & Torsheim, Y. (2013). Tracking of physical activity in adolescence. Research Quarterly for Exercise and Sport, 76(2), 119-129. doi: 10.1080/02701367.2005.10599274
  • Azevedo, M. R., Menezes, A. M., Assuncao, M. C., Goncalves, H., Arumi, I., Horta, B. L., & Halla, P. C. (2014). Tracking of physical activity during adolescence: the 1993 Pelotas Birth Cohort, Brazil. Revista de Saude Publica, 48(6), 925–930. doi: 10.1590/S0034-8910.2014048005313
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bourdeaudhuij, I. D., Philippaerts, R., Crombez, G., Matton, L., Wijndaele, K., Balduck, A-L., & Lefevre, J. (2005). Stages of change for physical activity in a community sample of adolescents. Health Education Research, 20(3), 357–366. doi: 10.1093/her/cyg131
  • Bucksch, J., Finne, E. & Kolip, P. (2008). The transtheoretical model in the context of physical activity in a school-based sample of German adolescents, European Journal of Sport Science, 8(6), 403-412, doi:10.1080/17461390802438748
  • Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum.
  • Cardinal, B. J., Engels, H. J., & Zhu, W. (1998). Application of the Transtheoretical model of behavior change to preadolescents' physical activity and exercise behavior. Pediatric Exercise Science, 10(1), 69-80
  • Cengiz, C., & Ince, M. L. (2013). Children’s self-efficacy for after-school physical activity indifferent school contexts. Journal of Administrative Sciences, 11(21), 135–147
  • Cengiz, C., & Ince, M. L. (2014). Impact of social-ecologic intervention on physical activity knowledge and behaviors of rural students. Journal of Physical Activity & Health, 11(8), 1565–1572. doi: 10.1123/jpah.2013-0080
  • Cengiz, C., & Gultekin, K. (2014). Psychometric findings of high school students’ physical activity exercise stages of change questionnaire. Proceedings of 13th International Sport Sciences Congress (pp. 477). Konya, Turkey.
  • Centers for Disease Control and Prevention (2004). The burden of chronic diseases and their risk factors: National and State perspectives. Available from: www.cdc.gov/nccdphp/burdenbook2004/pdf/burden_book2004.pdf
  • Certel, Z. Bahadır, Z., Saracaloglu, A. S. , & Varol, S. R. (2015). The investigation of the relation between the high school students’ self-efficacy and subjective well-being. Journal of Research in Education and Teaching, 4(2), 307-318
  • Citozi, R., Bozo, D., & Pano, G. (2013). An assessment of the perception of physical activity, eating habits, self-efficacy and the knowledge about healthy food in Albanian adolescents. Journal of Human Sport and Exercise, 8(2), 192-203. doi: 10.4100/jhse.2012.8.Proc2.22
  • Corder, K., Sharp, S. J., Atkin, A. J., Griffin, S. J., Jones, A. P., Ekelund, U., & Van Sluijs, E. M .F. (2015). Change in objectively measured physical activity during the transition to adolescence. British Journal of Sports Medicine, 49(11), 730–736. doi: 10.1136/bjsports-2013-093190
  • Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., Samdal, O., Smith, O.R.F., & Barnekow, V. (2012). Social determinants of health and well-being among young people. Health Behaviour in School-aged Children study: International report from the 2009/2010 survey. Copenhagen: WHO Regional Office for Europe, Health Policy for Children and Adolescents
  • Dishman, R. K., Motl, R. W., Saunders, R., Felton, G., Ward, D. S., Dowda, M., & Pate, R. R. (2004). Self-efficacy partially mediates the effect of a school-based physical-activity intervention among adolescent girls. Preventive Medicine, 38(5), 628–636. doi: 10.1016/j.ypmed.2003.12.007
  • Dumith, S. C., Gigante, D. P., Domingues, M. R., Hallal, P. C., Menzes, A. M. B., & Kohl, H. W. (2011). Physical activity change during adolescence: a systematic review and a pooled analysis. International Journal of Epidemiology, 40(3), 685–698.
  • Dwyer, J. J. M., Allison, K. R., & Makin, S. (1998). Internal structure of a measure of self-efficacy in physical activity among high school students. Social Science & Medicine, 46(9), 1175–1182.
  • Dwyer, J. J. M., Chulak, T., Maitland, S., Allison, K. R., Lysy, D. C., Faulkner, G. E. J., & Sheeshka, J. (2012). Adolescents‘ self-efficacy to overcome barriers to physical activity scale. Research Quarterly for Exercise and Sport, 83(4), 513-521.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education, (5th ed.), Boston, MA: McGraw-Hill. Gao, Z., & Harrison, L. (2005). Examining the role of physical self-efficacy as a function of race and gender in physical activity. Research Quarterly for Exercise and Sport, 76(1 Suppl), A -72.
  • Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco, (3rd ed.), CA: Jossey-Bass.
  • Gravetter, F.J., & Wallnau, L.B. (2000). Statistics for the behavioral sciences, (5th ed.), Belmont, CA: Thomson/Wadsworth.
  • Hagger, M. & Chatzisarantis, N. (2005). The social psychology of exercise and sport. Open University Press, New York.
  • Hair, J. F., Jr., Anderson, R. E., Tatham, R. L. & Black, W. C. (1995). Multivariate data analysis, (3rd ed.), Macmillan Publishing Company, New York.
  • Hallal, P.C., Victora, C.G., Azevedo, M.R., & Wells, J.C. (2006). Adolescent physical activity and health: A systematic review. Sports Medicine, 36(12), 1019-1030.
  • Hamarat, B. (2017). Uygulamalı istatistik [Applied statistics], Paradigma Akademi, Ankara.
  • Hausenblas, H. A., Nigg, C. R., Downs, D. S., Fleming, D. S., & Connaughton, D. P. (2002). Perceptions of exercise stages of change, barrier self-efficacy, and decisional balance middle-level school students. Journal of Early Adolescence, 22(4), 436-454. doi: 10.1177/027243102237191
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
  • Janssen, I., Katzmarzyk, P. T., Boyce, W. F., & Pickett, W. (2004). The independent influence of physical inactivity and obesity on health complaints of 6th to 10th grade Canadian youth. Journal of Physical Activity & Health, 1(4), 331–343.
  • Jeon, D-J., Kim, K-J., & Heo, M. (2014). Factors related to stages of exercise behavior change among university students based on the Transtheoretical model. Journal of Physical Therapy Science, 26(12), 1929-1932. doi: 10.1589/jpts.26.1929
  • Langille, J.D., & Rodgers, W.M. (2010). Exploring the influence of a social ecological model on school-based physical activity. Health Education & Behavior, 37(6), 879–894.
  • Lewis, B. A., Marcus, B. H., Pate, R. R., & Dunn, A. L. (2002). Psychosocial mediators of physical activity behavior among adults and children. American Journal of Preventive Medicine, 23(2 Suppl), 26–35. doi: 10.1016/S0749-3797(02)00471-3
  • Marcus, B. H. & Forsyth, L. H. (2003). Motivating people to be physically active. Champaign, IL: Human Kinetics.
  • Matthews, T. D., O'Neill, E. , Kostelis, K. T., Jaffe, D., Vitti, S., Quinlan, M., & Boland, M. (2015). Physical activity and self-efficacy in physical activity and healthy eating in an urban elementary setting. American Journal of Health Education, 46(3), 132–137. doi: 10.1080/19325037.2015.1023476
  • McAuley, E. (1992). The role of efficacy cognitions in the prediction of exercise behavior in middle-aged adults. Journal of Behavioral Medicine, 15(1), 65-88.
  • Ministry of National Education (MONE) (2014). Temel Eğitimden Ortaöğretime Geçiş Ortak Sınavlar Kılavuzu. [Online]: Retrieved on March 26, 2014, from http://www.meb.gov.tr/sinavlar/dokumanlar/2013/kilavuz/2013_OGES_Klvz.pdf
  • Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user's guide (6th ed.). Los Angeles, CA: Muthén & Muthén
  • Nigg, C. R., & Courneya, K. S. (1998). Transtheoretical model: Examining adolescent exercise behavior. Journal of Adolescent Health, 22(3), 214–224. doi: 10.1016/S1054-139X(97)00141-9
  • Pesen, A. (2016). A research on self-efficacy and future expectations of students in vocational high schools. The Turkish Online Journal of Educational Technology, Special Issue, 34-43.
  • Plotnikoff, R. C., Gebel, K., & Lubans, D. R. (2014). Self-efficacy, physical activity, and sedentary behavior in adolescent girls: Testing mediating effects of the perceived school and home environment. Journal of Physical Activity & Health, 11(8), 1579–1586. doi: 10.1123/jpah.2012-0414
  • Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102–1114.
  • Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1994). Changing for good: the revolutionary program that explains the six stages of change and teaches you how to free yourself from bad habits. New York: W. Morrow.
  • Rasmussen, M., & Laumann, K. (2013). The academic and psychological benefits of exercise in healthy children and adolescents. European Journal of Psychology of Education, 28(3), 945–962. doi: 10.1007/s10212-012-0148-z
  • Reigal, R., Videra, A., & Gil, J. (2014). Physical exercise, general efficacy and life satisfaction in adolescence. Revista International Journal of Medicine and Science of Physical Activity and Health, 14(55), 561–576.
  • Reynolds, K. D., Killen, J. D., Bryson, S. W., Maron, D. J., Taylor, C. B., Maccoby, N., & Farquhar, J. W. (1990). Psychosocial predictors of physical activity in adolescents. Preventive Medicine, 19(5), 541–551.
  • Robbins, L. B., Pender, N. J., Ronis, D. L., Kazanis, A. S., & Pis, M. B. (2004). Physical activity, self-efficacy, and perceived exertion among adolescents. Research in Nursing & Health, 27(6), 435–446. doi: 10.1002/nur.20042
  • Ryan, G. J., & Dzewaltowski, D. A. (2002). Comparing the relationships between different types of self-efficacy and physical activity in youth. Health Education and Behavior, 29(4), 491–504.
  • Sallis, J.F., Pinski, R.B., Grossman, R.M., Patterson, T.L. & Nader, P.R. (1988). The development of self-efficacy scales for health-related diet and exercise behaviours. Health Education Research, 3(1), 283-292.
  • Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine and Science in Sports and Exercise, 32(5), 963-976.
  • Sanchez, A., Norman, G. J., Sallis, J. F., Calfas, K. J., Cella, J., & Patrick, K. (2007). Patterns and correlates of physical activity and nutrition behaviors in adolescents. American Journal of Preventive Medicine, 32(2), 124–130. doi: 10.1016/j.amepre.2006.10.012
  • Schumann, A., Nigg, C. R., Rossi, J. S., Jordan, P. J., Norman, G. J., Garber, C. E., Riebe, D., & Benisovich, S. V. (2002). Construct validity of the stages of change of exercise adoption for different intensities of physical activity in four samples of differing age groups. American Journal of Health Promotion, 16(5), 280–287. doi: 10.4278/0890-1171-16.5.280
  • Spencer, L., Adams, T. B., Malone, S., Roy, L., & Yost, E. (2006). Applying the transtheoretical model to exercise: a systematic and comprehensive review of the literature. Health Promotion Practice, 7(4), 428–443. doi: 10.1177/1524839905278900
  • Stevens, J. (2002) Applied Multivariate Statistics for the Social Sciences. Hillsdale, 4th ed. NJ: Lawrence Erlbaum Publishing.
  • Strauss, R. S., Rodzilsky, D., Burack, G., & Colin, M. (2001). Psychosocial correlates of physical activity in healthy children. Archives of Pediatrics and Adolescent Medicine, 155(8), 897–902. doi: 10.1001/archpedi.155.8.897
  • Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics. Needham Heights, MA: Allyn and Bacon.
  • Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Gorber, S. C. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition & Physical Activity, 8(98), 2–22. doi: 10.1186/1479-5868-8-98
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Cevdet Cengız Bu kişi benim

Kubra Tılmac Bu kişi benim

Yayımlanma Tarihi 20 Ocak 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 18 Sayı: 73

Kaynak Göster

APA Cengız, C., & Tılmac, K. (2018). High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*. Eurasian Journal of Educational Research, 18(73), 59-76.
AMA Cengız C, Tılmac K. High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*. Eurasian Journal of Educational Research. Ocak 2018;18(73):59-76.
Chicago Cengız, Cevdet, ve Kubra Tılmac. “High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*”. Eurasian Journal of Educational Research 18, sy. 73 (Ocak 2018): 59-76.
EndNote Cengız C, Tılmac K (01 Ocak 2018) High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*. Eurasian Journal of Educational Research 18 73 59–76.
IEEE C. Cengız ve K. Tılmac, “High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*”, Eurasian Journal of Educational Research, c. 18, sy. 73, ss. 59–76, 2018.
ISNAD Cengız, Cevdet - Tılmac, Kubra. “High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*”. Eurasian Journal of Educational Research 18/73 (Ocak 2018), 59-76.
JAMA Cengız C, Tılmac K. High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*. Eurasian Journal of Educational Research. 2018;18:59–76.
MLA Cengız, Cevdet ve Kubra Tılmac. “High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*”. Eurasian Journal of Educational Research, c. 18, sy. 73, 2018, ss. 59-76.
Vancouver Cengız C, Tılmac K. High School Students’ Exercise-Related Stages of Change and Physical Activity Self-Efficacy*. Eurasian Journal of Educational Research. 2018;18(73):59-76.