Teacher's encouragement is more effective than modeling by a competent adult at raising children's adult encouragement barrier self-efficacy for recess physical activity¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a randomized three-group experiment, the encouragement group's adjusted post adult-encouragement barrier self-efficacy was significantly higher than the modeling group's (p = .001). → Efrat 2017

Evidence¶

Efrat 2017¶

Merav W. Efrat. (2017). Exploring Strategies That Influence Children's Physical Activity Self-Efficacy. Contemporary Issues in Education Research, 10(2). https://clutejournals.com/index.php/cier

q3 · i? · causal · r2

Randomized experiment with 161 fourth graders from three elementary schools assigned to modeling, encouragement, or comparison groups; 2 (gender) x 3 (group) ANCOVAs with pretreatment scores as covariates showed the encouragement-versus-modeling contrast was "significantly more effective" on adult encouragement barrier self-efficacy, p = .001.

"Results indicated that a teacher's encouragement, compared to modeling, was significantly more effective at influencing a child's confidence in their ability to be less dependent on an adult's encouragement to prompt them to be active during recess, p =.001."

Discussion¶

Related Claims¶

• Modeling games and conflict resolution skills alone was insufficient to increase children's confidence to overcome barriers to active recess play — related
• No significant treatment-by-gender interaction and no pretreatment gender differences in recess physical activity self-efficacy — related
• No treatment outperformed modeling on adult encouragement barrier self-efficacy — related