Effect of manipulating descriptive norms and positive outcome expectations on physical activity of university students during exams
Date
2017
Authors
Crozier, A.J.
Spink, K.S.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Health Communication, 2017; 32(6):784-790
Statement of Responsibility
Conference Name
Abstract
This experimental study examined the interaction between messages conveying different levels of descriptive norms and positive outcome expectations on university students’ engagement in moderate and vigorous physical activity over an exam period. Using a pre–post design, university students entering a final examination period (N = 74) were randomly assigned to one of four message conditions, receiving a message motivating them to exercise over the exam period. Messages included both a descriptive norm (how many others reported being active during a previous exam period; high vs. low) and a positive outcome expectation (those who exercise during exams report better grades; high vs. low). The results from an analysis of covariance (ANCOVA), controlling for baseline levels of daily physical activity, revealed a significant interaction. Post hoc analyses indicated that when the descriptive norm was high, those who received a high positive outcome expectation reported being more active during the exam period compared to those receiving the low positive outcome expectation. Results provide preliminary support for the idea that activity during an exam period can be positively influenced if individuals are presented with normative messages that (a) many others are being active during the exams and (b) many of those being active also are benefiting academically.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2016 Taylor & Francis