Premium
Does Stage of Change Mediate the Impact of a Motivator to Increase Activity Levels among College Students?
Author(s) -
Badger Jordan,
Morrell Jesse,
Biondolillo Mathew,
Pillemer David,
Cook Summer
Publication year - 2015
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.29.1_supplement.lb287
Subject(s) - pedometer , physical activity , psychology , developmental psychology , demography , zoology , medicine , physical therapy , biology , sociology
Activation of a motivational memory has been shown to increase reported physical activity in college students. It is unknown if this motivator impacts activity level depending on students' stage of change for physical activity. This study investigates if the use of a positive or negative motivator increases physical activity in undergraduates (ages 18‐24) in the precontemplative/contemplative (P/C) and preparation (P) stages of change for activity, compared to those in action (A) and maintenance (M) stages of change. Students (n=295) recruited from an introductory nutrition course in fall 2014 completed all study components (77% female). Stages of change were measured via online questionnaire at baseline. Students were randomly assigned to one of three treatment conditions: positive memory prompt (n=99), negative memory prompt (n=95), or control (n=101). Students' activity levels were measured for 7 days via pedometer (New Lifestyles, SW401). At baseline, 57% of students classified themselves in M stage of change, 18% in A, 11% in P, and 13% in P/C stage. On average, students took 8,426 steps/day. Group differences were analyzed between PC&P stages vs. A&M stages. Students in PC&P took less steps/day vs. students in A&M (7,353 vs. 8,773 steps, p<.05). Average number of steps/day was not affected by the use of a motivator in either the PC&P or A&M groups. Though a positive or negative memory did not increase physical activity levels, students' average steps per day differed by their stage of change for physical activity. Findings suggest there is a relationship between stage of change classification and students' activity level.