Combining the reasoned action approach and habit formation to reduce sitting time in classrooms

Outcome and process evaluation of the Let’s Move It teacher intervention

Laura Katariina Köykkä, Pilvikki Absetz, Vera Araújo-Soares, Keegan Phillip Knittle, Falko F. Sniehotta, Nelli Elisa Hankonen

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

Creating active classroom environments and reducing excessive student sitting requires changes in teachers' behaviours. This study examines a teacher training intervention, which aimed to increase the extent to which teachers use strategies to interrupt prolonged periods of students' sitting, as well as strategies to reduce total sitting time. The training was part of the Let's Move It (LMI) multi-level school-based intervention that aimed to reduce sedentary behaviour and increase physical activity among older adolescents, drawing on insights from social psychological theories, such as the reasoned action approach, self-regulation approaches and habit formation. We explore (1) whether the intervention increased teachers' use of sitting reduction strategies, (2) whether theoretical mechanisms mediated these changes, and (3) how teachers utilized habit formation. This pragmatic experimental study of vocational school teachers (n = 234) was embedded within a cluster-randomized controlled trial evaluating LMI, in which schools were randomized to intervention or no-treatment control arms. Three intervention workshops targeted skills and motivation to use sitting reduction strategies in class (e.g., active teaching methods, activity breaks). Participants self-reported sitting reduction activities, theoretical mediators, and use of behaviour change techniques (BCTs) at baseline and 8-weeks follow-up. Compared to controls, intervention schools' teachers increased breaks to interrupt sitting, but not their outcome expectations, perceived behavioural control or intentions - potentially due to ceiling effects. Effects were mediated by BCT use and perceived behavioural control. Descriptive norms mediated the effects of the intervention on intention, which in turn mediated the intervention effects on BCT use. BCT use and intention were positively related to reducing students' sitting.

Alkuperäiskielienglanti
LehtiJournal of Experimental Social Psychology
Vuosikerta81
Sivut27-38
Sivumäärä12
ISSN0022-1031
DOI - pysyväislinkit
TilaJulkaistu - maaliskuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 5144 Sosiaalipsykologia

Lainaa tätä

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title = "Combining the reasoned action approach and habit formation to reduce sitting time in classrooms: Outcome and process evaluation of the Let’s Move It teacher intervention",
abstract = "Creating active classroom environments and reducing excessive student sitting requires changes in teachers' behaviours. This study examines a teacher training intervention, which aimed to increase the extent to which teachers use strategies to interrupt prolonged periods of students' sitting, as well as strategies to reduce total sitting time. The training was part of the Let's Move It (LMI) multi-level school-based intervention that aimed to reduce sedentary behaviour and increase physical activity among older adolescents, drawing on insights from social psychological theories, such as the reasoned action approach, self-regulation approaches and habit formation. We explore (1) whether the intervention increased teachers' use of sitting reduction strategies, (2) whether theoretical mechanisms mediated these changes, and (3) how teachers utilized habit formation. This pragmatic experimental study of vocational school teachers (n = 234) was embedded within a cluster-randomized controlled trial evaluating LMI, in which schools were randomized to intervention or no-treatment control arms. Three intervention workshops targeted skills and motivation to use sitting reduction strategies in class (e.g., active teaching methods, activity breaks). Participants self-reported sitting reduction activities, theoretical mediators, and use of behaviour change techniques (BCTs) at baseline and 8-weeks follow-up. Compared to controls, intervention schools' teachers increased breaks to interrupt sitting, but not their outcome expectations, perceived behavioural control or intentions - potentially due to ceiling effects. Effects were mediated by BCT use and perceived behavioural control. Descriptive norms mediated the effects of the intervention on intention, which in turn mediated the intervention effects on BCT use. BCT use and intention were positively related to reducing students' sitting.",
keywords = "5144 Social psychology, Theory-based intervention, Reasoned action approach, Habit formation, Behaviour change techniques, Fidelity, Sedentary behaviour, School-based health promotion, BEHAVIOR-CHANGE TECHNIQUES, PHYSICAL-ACTIVITY, SEDENTARY BEHAVIOR, TREATMENT FIDELITY, HEALTH, FEASIBILITY, INCREASE, YOUTH",
author = "K{\"o}ykk{\"a}, {Laura Katariina} and Pilvikki Absetz and Vera Ara{\'u}jo-Soares and Knittle, {Keegan Phillip} and Sniehotta, {Falko F.} and Hankonen, {Nelli Elisa}",
year = "2019",
month = "3",
doi = "10.1016/j.jesp.2018.08.004",
language = "English",
volume = "81",
pages = "27--38",
journal = "Journal of Experimental Social Psychology",
issn = "0022-1031",
publisher = "Elsevier",

}

Combining the reasoned action approach and habit formation to reduce sitting time in classrooms : Outcome and process evaluation of the Let’s Move It teacher intervention. / Köykkä, Laura Katariina; Absetz, Pilvikki; Araújo-Soares, Vera; Knittle, Keegan Phillip; Sniehotta, Falko F.; Hankonen, Nelli Elisa.

julkaisussa: Journal of Experimental Social Psychology, Vuosikerta 81, 03.2019, s. 27-38.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Combining the reasoned action approach and habit formation to reduce sitting time in classrooms

T2 - Outcome and process evaluation of the Let’s Move It teacher intervention

AU - Köykkä, Laura Katariina

AU - Absetz, Pilvikki

AU - Araújo-Soares, Vera

AU - Knittle, Keegan Phillip

AU - Sniehotta, Falko F.

AU - Hankonen, Nelli Elisa

PY - 2019/3

Y1 - 2019/3

N2 - Creating active classroom environments and reducing excessive student sitting requires changes in teachers' behaviours. This study examines a teacher training intervention, which aimed to increase the extent to which teachers use strategies to interrupt prolonged periods of students' sitting, as well as strategies to reduce total sitting time. The training was part of the Let's Move It (LMI) multi-level school-based intervention that aimed to reduce sedentary behaviour and increase physical activity among older adolescents, drawing on insights from social psychological theories, such as the reasoned action approach, self-regulation approaches and habit formation. We explore (1) whether the intervention increased teachers' use of sitting reduction strategies, (2) whether theoretical mechanisms mediated these changes, and (3) how teachers utilized habit formation. This pragmatic experimental study of vocational school teachers (n = 234) was embedded within a cluster-randomized controlled trial evaluating LMI, in which schools were randomized to intervention or no-treatment control arms. Three intervention workshops targeted skills and motivation to use sitting reduction strategies in class (e.g., active teaching methods, activity breaks). Participants self-reported sitting reduction activities, theoretical mediators, and use of behaviour change techniques (BCTs) at baseline and 8-weeks follow-up. Compared to controls, intervention schools' teachers increased breaks to interrupt sitting, but not their outcome expectations, perceived behavioural control or intentions - potentially due to ceiling effects. Effects were mediated by BCT use and perceived behavioural control. Descriptive norms mediated the effects of the intervention on intention, which in turn mediated the intervention effects on BCT use. BCT use and intention were positively related to reducing students' sitting.

AB - Creating active classroom environments and reducing excessive student sitting requires changes in teachers' behaviours. This study examines a teacher training intervention, which aimed to increase the extent to which teachers use strategies to interrupt prolonged periods of students' sitting, as well as strategies to reduce total sitting time. The training was part of the Let's Move It (LMI) multi-level school-based intervention that aimed to reduce sedentary behaviour and increase physical activity among older adolescents, drawing on insights from social psychological theories, such as the reasoned action approach, self-regulation approaches and habit formation. We explore (1) whether the intervention increased teachers' use of sitting reduction strategies, (2) whether theoretical mechanisms mediated these changes, and (3) how teachers utilized habit formation. This pragmatic experimental study of vocational school teachers (n = 234) was embedded within a cluster-randomized controlled trial evaluating LMI, in which schools were randomized to intervention or no-treatment control arms. Three intervention workshops targeted skills and motivation to use sitting reduction strategies in class (e.g., active teaching methods, activity breaks). Participants self-reported sitting reduction activities, theoretical mediators, and use of behaviour change techniques (BCTs) at baseline and 8-weeks follow-up. Compared to controls, intervention schools' teachers increased breaks to interrupt sitting, but not their outcome expectations, perceived behavioural control or intentions - potentially due to ceiling effects. Effects were mediated by BCT use and perceived behavioural control. Descriptive norms mediated the effects of the intervention on intention, which in turn mediated the intervention effects on BCT use. BCT use and intention were positively related to reducing students' sitting.

KW - 5144 Social psychology

KW - Theory-based intervention

KW - Reasoned action approach

KW - Habit formation

KW - Behaviour change techniques

KW - Fidelity

KW - Sedentary behaviour

KW - School-based health promotion

KW - BEHAVIOR-CHANGE TECHNIQUES

KW - PHYSICAL-ACTIVITY

KW - SEDENTARY BEHAVIOR

KW - TREATMENT FIDELITY

KW - HEALTH

KW - FEASIBILITY

KW - INCREASE

KW - YOUTH

U2 - 10.1016/j.jesp.2018.08.004

DO - 10.1016/j.jesp.2018.08.004

M3 - Article

VL - 81

SP - 27

EP - 38

JO - Journal of Experimental Social Psychology

JF - Journal of Experimental Social Psychology

SN - 0022-1031

ER -