A combined health action process approach and mHealth intervention to reduce sedentary behaviour in university students – a randomized controlled trial
Why this work is in the frame
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Bibliographic record
Abstract
Objective: This investigation evaluated the effectiveness of a Health Action Process Approach (HAPA) based planning intervention augmented with text messages to reduce student-related sitting time (primary outcome) and increase specific non-sedentary behaviours. Relationships between the HAPA volitional constructs and sedentary and non-sedentary behaviours were also explored. Design: University students (Mage = 21.13 y; SD = 4.81) were randomized into either a HAPA intervention (n = 28) or control (n = 33) condition. Main Outcome Measures: School-related sitting time, time spent in specific non-sedentary behaviours and HAPA volitional constructs were assessed at baseline, weeks 2, 4, 6 (post-intervention) and 8 (follow-up). Results: Significant group by time interaction effects favouring the intervention group were found for sitting time (p = 0.004, ɳp2 = 0.10), walking time (p = 0.021, ɳp2 = 0.06) and stretching time (p = 0.023, ɳp2 = 0.08), as well as for action planning (p < 0.001, ɳp2 = 0.17), coping planning (p < 0.001, ɳp2 = 0.20) and action control (p < 0.001, ɳp2 = 0.20). Significant correlations (p < 0.05) were also found between the HAPA constructs and sitting-related outcomes. Conclusions: Combining a HAPA-based planning intervention with text messages can reduce student-related sitting time in university students.Supplemental data for this article is available online at https://doi.org/10.1080/08870446.2021.1900574 .
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 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) | 0.000 | 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 it