Affective mental contrasting to enhance physical activity: A randomized controlled trial.
Bibliographic record
Abstract
OBJECTIVE: Transition to university is a vulnerable period for discontinuing regular physical activity that can have implications for students' physical and psychological health. Accordingly, it is imperative to find and implement cost and time-effective interventions to mitigate the consequences of this transition. Intervention research has shown mental contrasting is an effective means of promoting various health-enhancing behaviors including physical activity. However, the efficacy of this intervention approach may be bolstered by targeting affective judgments (e.g., enjoyable-unenjoyable), which exert greater influence on physical activity behaviors compared to health-related instrumental judgments (e.g., useful-useless). The purpose of this study was to compare the relative efficacy of a mental contrasting intervention that targeted affective judgments associated with physical activity, in relation to a mental contrasting intervention that targeted instrumental judgments, and a "standard" mental contrasting intervention (with no modifications). METHOD: Using a 3-arm parallel randomized controlled trial design (ClinicalTrials.gov Number NCT02615821), 110 insufficiently active, female, university students were randomly assigned to an affective, instrumental, or standard mental contrasting intervention following simple randomization procedures. Assessments were conducted at baseline and 4 weeks postintervention. RESULTS: Participants in the affective mental contrasting condition displayed higher levels of moderate-to-vigorous physical activity than those in the instrumental or standard comparison conditions, F(2, 90) = 3.14, p < .05, ηp2 = 0.065. CONCLUSION: Overall, affective mental contrasting has the potential to represent a low-cost and time-efficient intervention that may help insufficiently active, female students increase activity or attenuate declining levels of moderate-to-vigorous physical activity that occurs during university. (PsycINFO Database Record
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".