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1.
Do physical activity beliefs differ by age and gender? 总被引:1,自引:0,他引:1
Age and gender are consistently related to physical activity (PA), yet theoretical explanation for these associations is scant. The present study compared the mean values and correlations of a population sample, divided by gender and age group, with respect to theory of planned behavior beliefs (behavioral, normative, and control) and PA. Participants were a sample (N=6,739) of adults (M age=49.65, SD=16.04) who completed measures of social and health demographics, theory of planned behavior beliefs, and self-reported PA. Mean analyses identified greater perceived control over PA for seniors than for young and middle-aged adults (N>.025). Belief-behavior correlations, however, were not different across age and gender in 24 of 26 tests (q<.19). Thus, PA beliefs are invariant across age and gender with the exception of mean levels of perceived control, which are lower among younger adults than older adults. Factors such as early parenthood and career demands were considered the likely reasons for differences. Overall, the evidence suggests that adapting theoretical models for specific age groups or based on gender may not be necessary. 相似文献
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Barbara Ryan 《Library & information science research》2018,40(2):73-85
This Australian study establishes a model that provides a foundation for communication channels and tools selection by agencies in the post-warning response phase of a disaster. The model, developed from disaster and information seeking literature, attempts to predict information source and channel selection by people after their community has received a warning for a disaster. It provides the coding framework for analysis of 51 semi-structured interviews with disaster-affected Australians. The interviews tested the model for accommodation of channels and sources that people chose, found most useful, and used most in bushfire, slow flood, flash flood, and cyclone situations. The order of initial sources was investigated and preliminary information seeking pathways established across disaster types. The disaster information seeking model supports this investigation of information seeking behaviour, though improvements are suggested. The resulting model could guide agency response communication for different disaster types. 相似文献
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Increased genetic testing in personalized medicine presents unique challenges for couples, including managing disease risk and potential discrimination as a couple. This study investigated couples’ conflicts and support gaps as they coped with perceived genetic discrimination. We also explored the degree to which communal coping was beneficial in reducing support gaps and ultimately stress. Dyadic analysis of married adults (N?=?266, 133 couples), in which one person had the genetic risk for serious illness, showed that perceived discrimination predicted more frequent conflicts about alpha-1 antitrypsin deficiency-related treatment, privacy boundaries, and finances, which, in turn, predicted wider gaps in emotion and esteem support, and greater stress for both spouses. Communal coping predicted lower support gaps for both partners and marginally lower stress. 相似文献
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Gail P. Hollowell Yolanda B. Anderson 《The American journal of distance education》2017,31(3):207-216
ABSTRACTNorth Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions. 相似文献
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