Use of complementary theories to examine exercise adherence among cardiac rehabilitation initiates
Bibliographic record
Abstract
Complementary use of theories may provide more information about adherence to exercise therapy than a single theory. Top-down theories (Self-Efficacy Theory: SET) outline cognitive processes that affect behavior. Bottom-up theories (Common Sense Model: CSM) consider individuals' appraisals that influence behavior. Both SET and CSM were used in complimentary fashion to examine psychological aspects of cardiac rehabilitation (CR) initiates' exercise adherence. A prospective design was used to examine participants during the 3-month initiation phase of a standard CR program. Our first purpose was to determine if strength of CSM illness perceptions (IP) could classify CR initiates to stronger/weaker IP groups. Our second purpose was to detect any differences between IP groups on SET variables and 3-month exercise adherence. Participants ( N =49) completed the IP Questionnaire, self-regulatory efficacy and negative outcome expectations (OEs) scales. At CR onset, cluster analysis successfully classified participants to weaker (n = 21) and stronger (n = 28) IP groups. Groups differed significantly on the IPs of illness identity, consequences, and emotion ( p = .0001). The stronger IP group had higher negative OEs ( p = .03) and was less adherent to CR exercise after 3 months ( p = .04). This study identifies new psychological differences relative to CR initiates' adherence to exercise by using complimentary theories. Acknowledgments: CIHR MSc & Canada Research Chair awards
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".