Greek students' attitudes toward physical activity and health-related behavior

Relationship between Psychosocial Factors and Physical Activity among Undergraduate Students from a South African University

Psychosocial factors such as mental health, motivation, and social support are key determinants of behavior that play a significant role in physical activity participation. Limited studies have investigated the relationship between psychosocial factors and physical activity among university students in Africa. The aim of this study was to determine the relationship between psychosocial factors and physical activity participation among undergraduate university students at a historically disadvantaged university (HDU) in South Africa. This was a cross-sectional study that used convenience sampling (n = 534, majority female, 53.6% with a mean age of 20.69). The study was conducted through an online, self-administered, and hard-copy, valid questionnaire in September 2022. Data on sociodemographic information were collected. Psychosocial factors were assessed using the Depression, Anxiety, and Stress-21 Scale for mental health, the Physical Activity and Leisure Motivation Scale for motivation, and the Perceived Social Support Scale for social support. Physical activity (calculated as MET-min/week) was assessed using the international physical activity questionnaire in short form. Results revealed that almost a third (29%) of undergraduate students were physically inactive, 31.1% were minimally active, and 39.9% were in the health-enhancing category. Physical activity was positively related to stress (r = 0.11, p < 0.05) and anxiety (r = 0.10, p < 0.05). Motivational factors were positively related to psychological condition and others' expectations (r = 0.10, p < 0.05), and depression and others' expectations (r = 0.11, p < 0.05). Results from this study highlighted that psychosocial factors were related to physical activity participation among undergraduate university students. Psychosocial factors should be considered a coping mechanism when implementing health-promoting strategies.

Assessing the Impact of a Health Education Anti-Smoking Program for Students: A Follow-Up Investigation

In this follow-up study, we aimed to assess the effectiveness of the "I do not smoke, I exercise" anti-smoking preventive health education program. The program was based on the theory of planned behavior supplemented with life skills teaching and targeted at high school students. The intervention comprised ten one-hour online sessions, administered by physical education instructors. The study cohort comprised 222 students (109 boys, 113 girls) from 11 secondary schools, with an average age of 16.42 ± 1.36 years. Data collection involved pre- and post-intervention self-assessment questionnaires. The examined variables included attitudes towards smoking, intention to smoke, subjective norm, perceived behavioral control (PBC), knowledge about smoking, smoking behavior, exercise behavior, attitudes toward the program's implementation, and satisfaction with the program. A separate paired samples t-test revealed a significant improvement in students' knowledge about smoking (t217 = -5.605, p < 0.001, d = 0.38) and perceived behavioral control (t220 = -2.166, p < 0.05, d = 0.15) following the intervention. However, no significant changes were observed in the remaining variables. In addition, students' overall satisfaction with the implementation of the present health education program was high (M = 5.72 ± 1.39). These findings suggest that the health education smoking prevention intervention incorporates techniques and strategies that influence the perceived behavioral control variable, emphasizing students' strong interest in educationally theorized programs integrating technology into their design. Future studies should consider further examination of tobacco control strategies within the high school context.

Examining the Effectiveness of the Smoking Prevention Program "I Do Not Smoke, I Exercise" in Elementary and Secondary School Settings

The aim of the study was to examine the effectiveness of the smoking prevention program "I do not smoke, I exercise" implemented with elementary and secondary school students. "I do not smoke, I exercise" is a theory-based smoking prevention program that promotes exercise as an alternative of smoking. The program consists of eight sessions implemented weekly. Participants were 338 Greek students (135 elementary and 203 secondary students) who were pre- and posttested in smoking, program, and exercise-related measures. The results showed that the program had significant effects on elementary students' attitudes toward smoking, intention to smoke, subjective norms, attitudes toward the application of the program, and knowledge about the health consequences of smoking. For secondary students, significant effects were found on students' perceived behavioral control and knowledge about the health consequences of smoking, while very few students reported a smoking experience before and after the intervention. Therefore the program "I do not smoke, I exercise" may have positive effects on variables related with smoking behavior. Differences in the program's impact on elementary and secondary students were identified. All these are discussed with reference to the need of implementing smoking prevention programs in schools contexts.

I do not smoke -- I exercise: a pilot study of a new educational resource for secondary education students

AIMS

The aim of this study was to examine the applicability of a smoking prevention educational resource for secondary education students named ;I do not smoke, I exercise'. The main focus of this program was the promotion of exercise as an alternative behaviour to smoking.

METHODS

The applicability of the intervention was assessed through questionnaires regarding: (a) attitudes towards smoking, (b) interest in information about smoking, and (c) knowledge about health consequences of smoking. Moreover, interviews were taken from the educators and the school principals. The questionnaires were completed from 210 students (101 boys and 109 girls) before the beginning, at the end of the program, and 12 months after the completion of the programme. One-way repeated measure ANOVA was performed to examine the differences between the pre-, post-, and the follow-up measures.

RESULTS

Results showed that the program succeeded in changing the students' attitudes, but the follow-up measures, 12 months later, showed that attitudes towards smoking and interest in information were relapsed to the pre-intervention levels. The only effect that was sustained was that for knowledge. The interviews also revealed positive comments about the program implementation and pointed some shortcomings.

CONCLUSIONS

The program needs some modifications in order to overcome its weaknesses, have more lasting effects and to improve its applicability.

Differences in Smoking Attitudes of Adolescents and Young Adults

This study employed the Theory of Planned Behavior to examine the differences between adolescent ( n = 182) and young adults ( n = 209) in their intention to smoke and examined possible differences. Analysis showed that young adults had more positive self-reported attitudes toward smoking than adolescents, had higher intentions to smoke, lower perceived behavioral control over smoking and perceived they were more informed about smoking. The Theory of Planned Behavior provided good prediction of intention for both young adults ( R2 = .70, attitudes, information, and past behavior significant) and adolescents ( R2 = .68, attitudes, past behavior significant). For both samples attitudes were the strongest predictor of intentions to smoke. Implications for understanding intention toward smoking between adolescents and young adults are discussed.

Relations between family structure and students' health-related attitudes and behaviors

This study examined the relations between family structure and students' health-related behaviors. Participants were 6,130 Greek students, ages 11 to 16 years. They responded to questionnaires based on the Planned Behavior model assessing attitudes, perceived behavioral control, intentions and behavior regarding healthy and unhealthy habits. Students who reported growing up with one or no parent reported more unhealthy lifestyle attitudes and behaviors (smoking, drug use, violence, exercise, nutrition) than students growing up with both parents. The findings suggest that family structure is related to students' healthy or unhealthy lifestyle, indicating that in health education programs all members of the close environment within which the children live should be involved, especially for children who do not live with both parents.