Social support, self-efficacy and level of physical activity of students aged 13-15 years

Abstract

The aim of this study was to verify the relationship, the population attributable fraction (PAF) and the relative risk reduction (RRR) of social support and self-efficacy with level of physical activity in students. Probabilistic cross-sectional study with 1,472 students aged 13-15 years. Gender, age, social support from parents and friends, self-efficacy and levels of physical activity were evaluated through questionnaires. Data analysis was performed using Poisson regression with robust variance, PAF and RRR, adopting p≤0.05. A total of 56.1% (n = 826) of students were considered active, boys (68.7%) presenting the largest proportion. Social support from parents was positively associated with physical activity in boys (PR: 1.28, 95% CI: 1.12-1.48, PAF = 21.88) and girls (PR: 2.00; 95%CI: 1.59-2.51, PAF = 50.00). Social support from friends was positively associated with physical activity in boys (PR: 1.34, 95%CI: 1.16-1.54, PAF = 25.37) and girls (PR: 1.32, 95%CI: 1.06-1.64, PAF = 24.24). Self-efficacy was not associated with physical activity. Social support was associated with levels of physical activity, and PAF indicated that the absence of high social support from parents and friends might reduce the level of physical activity in adolescents.

Role of sociodemographic factors and self-efficacy in the perception of social support of nursing students

“…In contrast, considering the specific stressors of this course, this phase of the course, and even of this profession, it is understood that students have overcome the challenges at the expense of the resources they have to face them, denoting nuances of a resilient profile for this phase of the life cycle. However, it can be observed that nursing students could benefit even more from a more qualified support network, given its consequences in self-efficacy, as well as its protective role in mental health and in the coping with adversities (5)(6)(7)(9)(10)(11) .…”

“…Student support networks are of great importance for the management of stressful situations, both in the transition period and in academic adaptation, and the lack of supporters can contribute to worse time management and less planning and organization of studies, involving issues related to autonomy, self-regulation, academic motivation, and success at the end of the first year (5)(6)(7) .…”

“…Several studies with students, nationally and internationally, have considered the role of both social support and self-efficacy in well-being (4) , in the adoption of healthy lifestyle habits (5)(6) , in coping with negative situations (8) , academic performance (9)(10) , in physical (11) and mental health (3) , with some of these studies being developed with students of primary education or high school (5)(6)8) . Among the recent studies that are based on this idea of synergy between social support and self-efficacy and that were developed with university students (3)(4)(9)(10)(11) , some considered several courses together (4,9) or students from courses other than nursing (3,(10)(11) .…”

Associations between adolescents’ physical activity behavior and their perceptions of parental, peer and teacher support

“…Therefore, in that specific time of youth, family support, and even teacher support, may have less impact than peer support on adolescent PA levels. Furthermore, in a study by Campos et al [ 18 ], social support was associated (among other variables) with levels of PA that indicated that the absence of high support from parents and friends might reduce the level of PA in adolescents. A study by Bokhorst et al [ 16 ] showed that parents and friends were perceived to be equally supportive, and friends support exceeded parental support only for ages 16–18 years.…”