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



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



Research Quarterly for Exercise and Sport 75(3): 288-297



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.

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Accession: 050275367

Download citation: RISBibTeXText

PMID: 15487292

DOI: 10.1080/02701367.2004.10609161


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