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|Title:||The Effects of a Self-Control Skill Training Program on The Cardiovascular Health Measures of Ninth Grade Students|
|Author(s):||Schindler, Jay Vincent|
|Department / Program:||Health and Safety Education|
|Discipline:||Health and Safety Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The major purpose of this study was to determine the effects of a generalized self-control skill training program on the health knowledge, habits, attitudes, and pertinent clinical variable measures of ninth grade students.
The subjects for this study were 236 ninth grade students enrolled in eight health education classes at one Illinois high school.
Pretesting and pottesting sessions collected data on clinical variables and performance measures (weight, triceps skinfold thickness, systolic & diastolic blood pressure, one mile run completion time), health attitudes (e.g., smoking cigarettes), health habits (regarding diet, exercise levels, stress levels, etcetera), knowledge acquisition (of materials covered in their Know Your Body curriculum), and psychological constructs (locus of control and self-esteem).
Experimental group students were exposed to the Willpower? Skillpower! program, an interactive class program to aid students in acquiring the self-control skills of self-monitoring; goal analysis; self-change tactics; and self-evaluation. Students were encouraged to choose a personal health habit to improve, and then apply the skills learned in the Willpower? Skillpower! program to improve their cardiovascular health.
Changes in clinical measures, health attitudes, habits, and knowledge scores were analyzed using multiple analysis of variance and covariance.
Major findings included knowledge and attitude changes for subjects in the experimental Willpower? Skillpower! program, with no improvements in clinical variable measures or self-reported health habits. Locus of control and self-esteem measures were not altered by the one month long application phase of the Willpower? Skillpower! program, but was a significant covariate in explaining knowledge improvement.
An enhanced model of self-control skill training, based on the experiences of this study, is presented and suggested for future research applications and health class instruction. The enhanced model has the following seven phases: (1) generating interest in skill acquisition, (2) receiving committment from trainees, (3) transferral of a self-control skill through explanation, demonstration, and discussion, (4) individualization and application of skill to the trainee's specific needs, (5) rehearsal of the individualized skill with feedback from others regarding its success, (6) maintenance of the skill for a minimal trial period, and (7) reinforcement for the continuation of the skill.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-16|
This item appears in the following Collection(s)
Dissertations and Theses - Kinesiology and Community Health
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois