Effects of social belonging on exercise behaviour and social cognitions among lonely individuals
Bibliographic record
Abstract
The purpose of this pilot study was to examine the effects of framing exercise as indicative of either social skills or health benefits on inactive lonely individuals' social cognitions and exercise behaviour. This study involved a pre-test post-test randomized groups design. Pre-test measures of social cognitions and exercise behaviour were completed online by a sample of inactive lonely (i.e., score of = 25 on the UCLA Loneliness Scale) university students (n = 59). In the lab portion of the study, participants first read the physical activity guide for university students. Next, participants read a prime that either highlighted the health benefits (HB) of exercise or suggested that regular exercise is indicative of social skills (SS). Participants then completed the same measures as at pre-test. Two-weeks later participants came in and completed measures assessing social cognitions and exercise behaviour. As hypothesized, the results indicated that when compared to participants in the HB conditions, participants in the SS condition reported significantly greater intentions to exercise (d = 0.51) and a greater sense of social belonging (d = 0.55). Non-significant trends indicated that compared to participants in the HB condition, participants in the SS condition also engaged in more exercise, reported more positive affect and less negative affect and greater confidence to engage in exercise (ds = 0.22). Results will be discussed in terms of informing health-enhancing physical activity interventions for at-risk populations.Acknowledgments: This study was funded by CIHR.
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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) | 0.000 | 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".