Variation in daily and within day intentions and the intention-behaviour gap
Bibliographic record
Abstract
BACKGROUND: The construct of intention continues to be an important correlate and predictor of physical activity; however, a substantial intention behaviour gap continues to exist. Little literature has examined this gap on a micro-temporal scale, and none have addressed the adolescent population. PURPOSE: The purpose of this thesis is to 1) examine whether there are variations in daily and within day intentions to be physically active in the adolescent population, and 2) whether the intention -physical activity gap is reduced when assessing intention and behaviour on a micro-temporal scale using Ecological Momentary Assessment (EMA). METHODS: This thesis sample included 193 grade 11 students from a large school board in Southern Ontario. Participants responded to 5 EMA prompts for 7 days on their smartphones and wore accelerometers for the duration of the study. Each EMA prompt included a brief questionnaire assessing participant intentions to engage in physical activity. A mixed-effects logistic regression model was used to determine variability in intentions and descriptive analyses were used to examine the intention - behaviour gap. RESULTS: A mixed-effects logistic regression did not indicate differences in intentions between days of the week (coef. = -0.07 SE: 0.07, p=.27) but did indicate that likelihood of reporting intentions significantly decreases over the course of the day (coef. = -.479 SE=.05, p<.01). For daily intentions and physical activity, 89% of daily intenders engaged in subsequent physical activity while 46% of within day intenders engaged in subsequent physical activity. CONCLUSIONS: Findings suggest that there is some variation in intentions and that a micro-temporal time scale measurement serves to reduce the intention - behaviour gap. This adds to our understanding of the relationship between intentions and physical activity. In better understanding this relationship, we can begin to guide interventions that bridge the gap between intentions and physical activity in the adolescent population.
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 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 | 0.003 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 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".