Using Social Cognitive Theory to Predict Physical Activity in Inner-City African American School Children

摘要

Researchers using social cognitive theory and employing built environment constructs to predict physical activity (PA) in inner-city African American children is quite limited. Thus, the purpose of our investigation was to evaluate the ability of important social cognitive variables (e.g., self-efficacy) and built environment constructs (e.g., neighborhood hazards) to predict African American children’s PA. Children (N = 331, ages 10–14) completed questionnaires assessing social cognitive theory constructs and PA. Using multiple regression analyses we were able to account for 19% of the variance in PA. Based on standardized beta weights, the best predictors of PA were time spent outside and social support derived from friends. These findings illuminate the valuable role of PA support from peers, as well as the simple act of going outside for inner-city African American children.