Examining the social cognitive determinants of collegiate recreational sport involvement and outcomes
Bibliographic record
Abstract
Sedentary behavior and health concerns are rising among young adults, making it necessary to understand antecedents of physical activity to promote health programming. This study integrates multiple theoretical frameworks to holistically test antecedents (self-efficacy, achievement goals) and consequences (social, intellectual, fitness benefits) of recreational sport involvement. Questionnaire responses from collegiate recreational sport (CRS) participants were used to test two structural models, and one good-fitting model was achieved. Additional effects were interpreted, indicating mastery-approach orientations are important for achieving positive benefits of recreational sport. Self-efficacy was found a more important mediator than CRS involvement for achieving positive benefits of recreational sport. These findings extend theoretical debate surrounding self-efficacy and achievement goals as social cognitive determinants of behavior. Practically, since individuals are more likely to find recreational sports beneficial when striving for mastery-related goals, practitioners should develop a motivational climate that encourages participants to strive toward improving past performance on tasks.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".