The contribution of psychosocial variables in explaining preschoolers’ physical activity.
Bibliographic record
Abstract
OBJECTIVE: Based on the theory of planned behavior and the structural model of health behavior, the objectives of this study were to verify whether the psychosocial variables of daycare workers (intention, perceived behavioral control, descriptive norm, past behavior) influence preschoolers' physical activity in daycare centers and determine how these psychosocial variables combine with other factors (environmental, sociodemographic, democratic intervention) to explain children's physical activity. METHOD: Forty-six daycare workers from 20 daycare centers in Quebec, Canada completed a self-reported questionnaire assessing psychosocial and sociodemographic variables. Thirty days later, 242 children wore an accelerometer. A research assistant went to each daycare center to observe the environment and the democratic intervention of daycare workers. FINDINGS: The specific direct determinants of children's overall mean count/15 seconds were intention, descriptive norm, democratic intervention, daycare workers' age, availability of material, and children's age and gender. CONCLUSION: In order to increase the overall mean count/15 seconds among preschoolers, it would be important to motivate daycare workers to make children move. Strategies likely to help motivate daycare workers to take action are also necessary. It might be interesting to encourage them to use democratic intervention with children. Use of material adapted to the needs of the children that stimulates their intellectual and socioaffective development should also be encouraged.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".