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9THE PECULIARITIES OF FORMATION OF UNIVERSITY STUDENTS' READINESS FOR
SELF-DEVELOPMENT BASED ON THE TRANSTHEORETICAL MODEL OF BEHAVIOR
CHANGE
D.A. Khodosova
S.I. Loginov, professor, Dr.Biol.
Surgut State University KhMAR-Yugra, Surgut
Introduction. Physical activity, associated with human health, takes one of the leading places among the factors of healthy way of life. Sedentary lifestyle is a risk factor for many diseases, however, despite the wide range of information about the benefits of physically active lifestyle, the vast majority of the urban population is not engaged in physical exercises for health and remains largely "sedentary" [1, 35]. Physical activity decreases throughout all age groups, but the sharpest drop is seen among teenagers (15-19 years) and young adults (21-25 years), i.e. young students [9, 6].
The purpose of the work was to study the features of self-improvement and involvement of students in regular physical education classes based on the behavioral theory and of increase of the level of physical activity and fitness via the external psychological-pedagogical control effect.
Materials and methods. The educational experiment was designed and conducted based on the transtheoretical model (TTM) of behavior change [11]. Methodical and practical physical education lessons were the central element of the effect, 4 hours per week in a gym and at least 2 hours of self-studies. In addition, there were used the methods of reward, incentives and social support (guaranteed pass in pass/fail exams, reduced price and free memberships, informing parents about their children's progress, publications about their achievements in the university newspaper, etc.). Participants included 491 students from various departments (184 boys and 307 girls aged 17-19) were involved. At the time of the study all subjects were relatively healthy and agreed to take part in the experiment of their own free will.
Health indicators were measured using conventional techniques before the start of the experiment and after 32 weeks of training sessions. Control action was used as an independent variable and included cognitive and activity components of motivation formation as well as a set of health improving activities including aerobic exercises (walking, jogging, weightlifting exercises using one's own weight and specialized weight machines). The above mentioned exercises were combined with breathing ones and stretching. Training sessions were held twice a week for 90 minutes each as a part of the academic program and also included 2 hours of self-training.
Prior to the exposure 184 boys and 307 girls responded to the questionnaire on their physical activity; after the exposure the same was done by 175 boys and 286 girls [13, 14]. We modified the questionnaire for Russian-speaking students. It consisted of 4 subtests that assessed basic TTM
constructs: stages of behavior change, decision-making balance, the process of changing and self-efficacy. Detailed specifications of the subtests are given in monographs and articles of S.I. Loginov [3, 4]. Students (100 persons including 45 girls) who were not subject to the educational control action (ECA) were included in the control group. The following parameters were measured before and after ECA: frequency of physical exercises (times/week) and duration (min/session), number of students at each stage of behavior change (%), decision-making balance, the process of behavior change and self-efficacy (T-points). Processing of the descriptive statistics parameters, standardization of initial experimental data as well as dispersion analysis were performed using Statistica 10.0 software (StatSoft, USA).
Results and discussion. The studies have shown that educational control action (ECA) caused the redistribution of students through the phases of behavior change, relating to classes of physical exercises. Before ECA 14,1% of all students did not do physical exercises and were not going to exercise in the next six months (stage 1, precontemplation); 16,9% of students did not exercise but were going to during the next six months (stage 2, contemplation); 24,6% of students exercised occasionally (stage 3, preparation); 21,8% of students were engaged in physical activity in their free time on a regular basis, but during less than six months (stage 4, action) and only 22,6% of first-year students exercised regularly for more than six months (stage 5, maintenance) (Fig. 1).
Figure 1. Distribution of students before (before) and after the educational control action (after) depending on the stages of motivational readiness to change their low physical activity.
Legend: 1 - precontemplation stage, 2 - contemplation stage, 3 - preparation stage, 4 - action stage, 5 -stage of maintenance or regular training sessions.
After ECA the number of students who had not exercised and was not going to do that during the next six months was 10,8 % (stage 1), 19,6 % contemplated starting to exercise next month (stage 2), 21,0 % exercised occasionally (stage 3), 19,8% exercised regularly but for less than six months (stage 4) and 28,8 % were training for more than six months (stage 5). In general, before ECA 55,5% of students of the sampling who were at the first three stages of behavior change had a physically inactive way of life.
Change of the balance of decision-making depending on the stage of behavior change associated with physical exercises and gender of first-year students under the influence of ECA showed that before ECA the number of all "pros" was significantly increasing (p<0,0003) from stage to stage (1<2<3<5) among the boys according to Tukey's HSD ((honest significant difference) test, whereas all "cons" remained the same (p<0,27). After ECA all "pros" changed significantly only at the first two stages of behavior change (p<0,05), and all "cons" increased insignificantly (p<0,26). According to the multivariate analysis of variance (MANOVA), the balance of decision-making substantially depended on the stage of behavior change (coefficient Rao R (8,190) = 3,54; p<0,0006).
Among the girls before ECA all "pros" increased from stage to stage (p<0,05), Rao R (8. 290) = 3,62; p<0,0004, except for the preparation stage (1<2<4<5), whereas all "cons" changed insignificantly (p<0,14). After ECA the number of "pros" positively increased from stage to stage (p<0,05): 1<2<3<4<5; 2<3<4; 3<4=5; 5<4. The number of "cons" significantly decreased (p<0,05): 4<3<2; 5<3<2, i.e. the balance of decision-making changed towards predominance of positive arguments whereby it provided grounds to expect a change in behavior and strengthening of the desire to be engaged in physical activity for health reasons (Rao R (8.286) = 5,22; p<0,0001). In the control group the total of all "pros" among boys also positively increased (p<0,0003) from stage to stage, and the number of "cons" did not decrease. The process also depended on the stage of change [Rao R (8.190) = 3.27; p<0.0015]. A similar pattern was also observed among girls [Rao R (8,188) = 2,74; p<0,007].
Thus, the given data show that ECA promote a significant increase of the number of "pros" among both boys and girls, convincing of the need to exercise as the benefits are obvious. At the same time "cons" change to a lesser degree and suggest that considerable efforts in the teaching process should be focused on creating conditions that would lead to a decrease of prejudice against physical exercises and consolidation of new concepts.
Self-efficacy of first-year students increased from stage to stage both before and after ECA. However, in comparison with the control group (CG) after ECA, despite the tendency towards increase, self-efficacy indicators of students did not undergo statistically significant changes. Average values of cognitive and behavioral strategies' indicators and their standard deviations before and after ECA are presented in Table 1.
All ten variables characterizing the process of behavior change significantly increased from stage to stage before and after ECA both in the experimental group (EG) and in the control group (CG). Experimental psychological-pedagogical control (EPPC) had no significant effect on the degree of awareness of the need to change behavior. Social liberation level increased at the maintenance stage. Reassessment of environment positively differed at the stage of precontemplation and was considerably less at the maintenance stage. After ECA whilst changing behavior the students more often used help of other people at the stage of contemplation, but mutual assistance decreased at the next stages. New
behavior reflexes were not developed enough, their reinforcement as well as stimulus control were weak at the stages of precontemplation and action, and the value of self-liberation was the lowest at the contemplation stage. Other changes were insignificant.
The results of the One-Way ANOVA and the Tukey's HSD comparison test as well as the qualitative indices of ECA effect versus CG are presented in Table 1.
Table 1. Influence of ECA on the TTM indices of students of Surgut State University according to OneWay ANOVA and Tukey's HSD comparison test
TTM Elements Before ECA After ECA Control
F (4.397) Tukey's (p<0.05) F (4.261) Tukey's (p<0.05) F (4.206) Tukey's (p<0.05)
Self-Efficacy 14.13 2 < 4 < 5 8.16s 1 < 3,4,5 3 < 4,5 13.87 1 < 2,3,4,5 2 < 4,5
All "pros" 8.21 1 < 2,3,4,5 10.12b 1 < 4 8.12 1 < 2,3,4,5
All "cons" 2.79 ND 4.44m 1 < 4,5 4.34 1 < 3,4
Consciousness Raising 10.32 1 < 2,3,4,5 9.71c 1 < 3,4,5 8.14 1 < 4,5
Social Liberation 4.12 1 < 3,4,5 4 < 5 4.36m 1 < 4 5.19 1 < 2,3,4,5
Relief 3.72 1 < 4,5 2.21m ND 5.07 1 < 2,3,4,5
Environmental Reevaluation 7.99 1 < 2,3,4,5 5.72m 1 < 5 6.07 1 < 2,3,4,5
S elf-Reevaluati on 15.5 1 < 2,3,4,5 14.78b 1 < 3,4,5 12.84 1 < 2,3,4,5
Helping Relationships 6.51 1 < 3,4,5 1 < 5 4.22m ND 5.15 1 < 4,5
Behavior Reflexes 14.8 1 < 3,4,5 3 < 4,5 9.55s 1 < 5 12.26 1 < 4,5
Self-Liberation 15.0 1 < 2,3,4 4 < 5 15.1b 1 < 3,4,5 12.67 1 < 3,4
Stimulus Control 9.25 1 < 4,5 4 < 5 8.89s 1 < 5 11.26 1 < 2,3,4
Reinforcement 8.78 1 < 2,3,4,5 6.49c 1 < 3,4,5 9.01 1 < 2,3,4,5
Legend keys: TTM - transtheoretical model; stages: 1 - precontemplation, 2 - contemplation, 3 -preparation, 4 - action, 5 - maintenance. ECA effects: S - small, M - medium, L - large. UR -unreliable.
The level of influence of ECA was determined basing on the F factor, where F from 1 to 5 means small effect, 5,1-10 - medium effect and over 10 - large effect. Subtle effect of ECA was observed for social liberation, to eliminate discomfort during exercises (relief), for the "all pros" indicator as well as for helping relationships. An average effect of self-efficacy, awareness of the need to change behavior, environmental reevaluation, development of behavior reflexes and control of distracting influences were discovered. ECA had a great influence on the "all pros" indicator, self-reevaluation and self-liberation.
The results confirmed the usefulness of application of TTM to study behavior associated with regular physical training in higher school. All the structural components of the theory were well differentiated depending on the stage of behavior change.
Our data regarding the number of physically inactive students generally concurs with that mentioned in other literature on the subject. For example, it was found [12] that out of 608 college students at Brown University (Providence, Rhode Island, USA) 59% had a sedentary lifestyle. In another study based on a telephone survey, 1,408 students (43,1%) aged 18-20 from 23 colleges of Texas were assigned to the first (precontemplation) and the second (contemplation) stages of behavior change. At the same time, 53% of students reported that they had taken part in high-intensity physical activities (aerobic exercises) three and more times in the last week, and 58% had had moderate-intensity exercises (walking, cycling) [13]. According to other data, 33% of seniors and graduates were physically inactive [7], as well as 46% of freshmen and postgraduates [10] and 52% of first-year students [14], 24% of Ukrainian students did not exercise at all and 51% did it occasionally [2].
The results of psychological-pedagogical influence on the behavior associated with physical training conducted from TTM standpoint at Oregon State University involving 540 students were the closest to our data [8]. The effect of the 30-hour course "Lifetime fitness for health" lasting 10 weeks which was similar to ours was studied. Dependent variables included the number of training sessions (times/week) and the amount of energy spent (MET/week). Studies have shown that under the influence students moved to higher stages of motivational readiness with regards to behavior change associated with physical training. At the same time, there were no significant changes in self-efficacy, as well as indicators of cognitive and behavioral strategies for behavior change; the amount of spent energy associated with exercise increased insignificantly.
Thus, the transtheoretical model enables to plan, analyze and predict the results of changing behavior associated with physical training of students under psychological-pedagogical control (PPC).
Under the PPC influence the share of students having physically inactive lifestyle decreased from 60 to 40 %.
After ECA the pros of regular physical exercises surpassed the cons both among boys and girls (the transition took place at stage 4 (action) in full compliance with the provisions of TTM). Self-efficacy increased from stage to stage, the number of sessions per week and their duration significantly increased compared to those of the CG.
The strongest effects of ECA were identified with regards to positive arguments in favor of physical exercises as well as to self-reevaluation and self-liberation. The experiment failed to reduce the dependence on the social influences interfering with physical exercise, to decrease difficulties associated with engaging students in regular physical exercises and to strengthen mutual support.
Both our data and those from other sources indicate that student involvement in regular independent physical exercises is a complex and multi-faceted issue. It is advisable to be carried out considering motivational readiness as methodological approaches differ depending on the stage. It is necessary to raise demand and interest at the stages of precontemplation and contemplation, to focus on organizational issues and creating conditions for regular trainings at the stages of preparation and action, while the stage of maintenance is likely to require a skilled trainer (consultant) and a professionally drawn individual program of recreational training. It is quite obvious that further research in this direction is needed.
Conclusion. The transtheoretical model of behavior change provides an opportunity to plan, analyze and predict the results of behavior change, associated with physical training, among students in terms of educational control actions.
References
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Corresponding author: apokin_vv@mail.ru
