Dynamic Relationship among Elementary School Children’s Psychosocial Beliefs, Outside School Physical Activity and Screen Time

Abstract

PURPOSE:Few studies have examined the dynamic relationships among elementary school childrens psychosocial beliefs, PA and screen time. This study was designed to examine the longitudinal relationships among childrens psychosocial beliefs, outside school PA, and screen time across two school years, as well as the gender differences on the outcomes over time. METHODS: A total of 113 third and fourth grade children (57 boys, 56 girls; Mage= 9.47 year, SD=.80; 68.4% Non-Hispanic White) from a public school took part in the study. Children in this school had 125-minute structured PA at school. To assess psychosocial beliefs, childrens self-efficacy, outcome expectancy and social support were measured through a battery of established questionnaires. Childrens outside PA and screen time were also measured through established questionnaires. The assessments were conducted in spring 2014 and then again in spring 2015. RESULTS:One-way (2 genders) ANOVA with repeated measures were conducted to examine if there were any differences in PA and screen time over time. Multiple regressions were performed to examine the association between childrens psychosocial variables, PA, and screen time at two time points. Results indicated that there was no significant difference in PA, F(1,65) =.10, p=.75 and screen time, F(1,66)= 2.18, p=.14 over time. However, there were significant gender differences in both PA, F (1, 65) = .4.95, p =.03 and screen time, F (1, 66) = 4.7, p =.034. Specifically, girls reported less PA and screen time than boys. Regression results indicated PA self-efficacy significantly predicted PA at Time 1, R2 = .15, F (3, 84) = 4.95, p = .003. However, outcome expectancy was found to be the only significant predictor of PA at Time 2, R2 =.13, F(3,76) = 3.76, p=.014. No significant relationships between the beliefs and screen time were seen at both time points. CONCLUSIONS:Findings indicate that childrens outside school PA and screen time did not change across time, and girls spent less time in both PA and screen time than boys did. Our findings also support that PA self-efficacy and outcome expectancy are important correlates of PA but not necessarily screen time. Self-efficacy was more important at the onset of PA program, whereas outcome expectancy contributed more in predicting PA as the program extended for a longer period.