Managing lapses in cardiac rehabilitation exercise therapy: Examination of the problem-solving process.
Why this work is in the frame
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Bibliographic record
Abstract
PURPOSE/OBJECTIVE: Poor adherence to cardiac rehabilitation (CR) exercise therapy is an ongoing problem. Problem-solving (PS) is an identified cognitive-behavioral strategy to promote exercise adherence. However, PS process has not been examined, and how PS promotes adherence is not known. Using Social Cognitive Theory and Ewart's Social Problem-Solving Model as guiding frameworks, we examined proposed theoretical links between persistence, an indicator of adherence, and (a) PS effectiveness and (b) self-regulatory efficacy. Based on the Model of Social Problem-Solving, 2 distinct components of the PS process (problem-solving and solution implementation), were examined. RESEARCH METHOD/DESIGN: Older adult participants (N = 52; 32 men) representing a typical CR sample (mean age = 65.6 years; SD = 10.8) participated in this correlational, observational study. RESULTS: Two hierarchical multiple regressions indicated that PS effectiveness and self-regulatory efficacy were significant predictors of anticipated persistence. Relative to PS process, both predictors accounted for: (a) 41% of the variance in anticipated persistence with PS; and (b) 49% of the variance in anticipated persistence with solution implementation. CONCLUSIONS/IMPLICATIONS: Proposed theoretical relationships were supported, and both PS effectiveness and self-regulatory efficacy accounted for a greater amount of the variance in anticipated persistence than either alone. Future efforts to improve adherence to rehabilitative exercise could include the use of PS. The 2 distinct components of the PS process may be important for successful adjustment to problems.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it