Self-efficacy theory and the theory of planned behavior: Teaching physically active physical education classes

Jeffrey J. Martin, Pamela Kulinna

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)288-297
Number of pages10
JournalResearch Quarterly for Exercise and Sport
Volume75
Issue number3
StatePublished - Sep 2004

Fingerprint

Physical Education and Training
Self Efficacy
Teaching
Regression Analysis
Exercise
Students

Keywords

  • Children
  • Fitness
  • Health
  • Psychology

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Psychology(all)
  • Applied Psychology

Cite this

Self-efficacy theory and the theory of planned behavior : Teaching physically active physical education classes. / Martin, Jeffrey J.; Kulinna, Pamela.

In: Research Quarterly for Exercise and Sport, Vol. 75, No. 3, 09.2004, p. 288-297.

Research output: Contribution to journalArticle

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