Publication: Ortaokul öğrencilerinde fiziksel aktivite ve sedanter süre ile ilişkili faktörlerin yapısal eşitlik modeli ile incelenmesi
Abstract
Amaç: Öz-yeterlilik, sosyal destek ve çevresel bariyerlerin fiziksel aktivite düzeyi ile ilişkisinin yapısal eşitlik modellemesi (YEM) yöntemi kullanılarak araştırılmasıdır. Gereç ve Yöntem: Yaşları 9-14 arasında değişen sağlıklı, okul çağı çocukları ve ebeveynleri araştırmaya dahil edildi. Çocukların sosyo-demografik verileri ve fiziksel aktivite düzeyine ilişkin veri ebeveyn tarafından bildirildi. Çocuklar İçin Fiziksel Aktivite Öz-yeterlik Ölçeği, sosyal destek ve çevresel bariyerler anketleri çocuk tarafından yanıtlandı. Bulgular: %58,9’u kız olan 389 kişilik popülasyonun ortalama yaşı 11,9±1 yıldı. 60 dakika OYFA ile geçirilen gün sayısı haftalık ortalama 2,3±1,9 oldu. Öz-yeterlilik, sosyal destek ve çevresel bariyerler değişkenleri üzerinden tanımladığımız model kabul edilebilir uyum değerlerini karşıladı (X 2 / sd=2,01, SRMR=0,06, GFI=0,91, AGFI=0,89, RMSEA= 0,05, CFI=0,91 ve NFI=0,84). Öz-yeterlilik değişkeninin fiziksel aktivite düzeyine doğrudan etkisi anlamlı bulundu (β=-0,42, p<0,05). Sosyal destek değişkeninin fiziksel aktivite düzeyine doğrudan etkisi anlamlı bulunmazken (β=0,07, p=0,6); öz-yeterlilik düzeyi üzerinden dolaylı etkisi anlamlı bulundu (β=0,33, p<0,05). Sonuç: Tanımladığımız model, analizler sonucu uyum değerlerini karşılamıştır. Modelimize göre fiziksel aktivite düzeyi öz-yeterlilik ve sosyal destek ile ilişkili bulundu. Aktivite teşvik müdahaleleri kapsamında bireyin öz-yeterlilik ve sosyal destek düzeyinin arttırılması hedeflenerek fiziksel aktivite düzeyi geliştirilmelidir.
Objective: We aimed to investigate the relationship between self-efficacy, social support, environmental barriers and physical activity by using the structural equation modelling (SEM). Material and Methods: School-age children aged 9-14 years and their parents were included in the study. The socio-demographic data and physical activity level of the children were reported by the parents. The Physical Activity Self-Efficacy Scale for Children, social support and environmental barriers questionnaires were answered by the child. Results: The mean age of the 389 participants was 11.9±1 years and 58.9% of them were girls. The number of days spent with 60 minutes of MVPA was 2.3±1.9 per week. The model we defined based on self-efficacy, social support and environmental barriers met acceptable fit values (X2 / sd=2.01, SRMR=0.06, GFI=0.91, AGFI=0.89, RMSEA= 0.05, CFI=0.91 and NFI=0.84). The direct effect of the self-efficacy on physical activity level was found to be significant (β=-0.42, p<0.05). While the direct effect of the social support on physical activity level was not significant (β=0.07, p=0.6); the indirect effect of social support through self-efficacy on physical activity level was found to be significant (β=0.33, p<0.05). Conclusion: The model we defined showed good fit values. According to our model, self-efficacy and social support are related to physical activity. In order to promote physical activity, it should be aimed to increase the perceived self-efficacy and social support level of school-aged children.
Objective: We aimed to investigate the relationship between self-efficacy, social support, environmental barriers and physical activity by using the structural equation modelling (SEM). Material and Methods: School-age children aged 9-14 years and their parents were included in the study. The socio-demographic data and physical activity level of the children were reported by the parents. The Physical Activity Self-Efficacy Scale for Children, social support and environmental barriers questionnaires were answered by the child. Results: The mean age of the 389 participants was 11.9±1 years and 58.9% of them were girls. The number of days spent with 60 minutes of MVPA was 2.3±1.9 per week. The model we defined based on self-efficacy, social support and environmental barriers met acceptable fit values (X2 / sd=2.01, SRMR=0.06, GFI=0.91, AGFI=0.89, RMSEA= 0.05, CFI=0.91 and NFI=0.84). The direct effect of the self-efficacy on physical activity level was found to be significant (β=-0.42, p<0.05). While the direct effect of the social support on physical activity level was not significant (β=0.07, p=0.6); the indirect effect of social support through self-efficacy on physical activity level was found to be significant (β=0.33, p<0.05). Conclusion: The model we defined showed good fit values. According to our model, self-efficacy and social support are related to physical activity. In order to promote physical activity, it should be aimed to increase the perceived self-efficacy and social support level of school-aged children.