Increasing fruit and vegetable intake is important to obesity prevention but children’s vegetable intake remains low. This study aimed to enhance parent vegetable serving behaviour and child vegetable intake through an 8-week theory-based family cooking program. Sixty-five families with children aged 9-13 (11.1 ±1.4) were randomized into a home activity program or home activity plus cooking workshop program. There was no significant increase in parent vegetable serving habits or children’s intake. Both interventions enhanced feeding practices (F (1, 63) = 42.09, p=.000, ɳ2=0.40) and reduced perceived barriers (F (1, 63) = 13.01, p=.001, ɳ2=.017). Children in the cooking workshop condition liked vegetables more (F (1, 63) = 3.87, p=.050, ɳ2=0.06) and had greater diet-disease awareness (F (1, 63) = 3.97, p=.050, ɳ2=0.06) at follow-up (statistic). Family engagement in cooking was successful in enhancing some psychosocial measures for both children and parents, particularly for those receiving cooking workshops. A low sample size and sampling bias may have masked other findings. / Graduate / 0570 / 0573 / dtrill@uvic.ca

This thesis focuses upon the abilities of children with severe learning difficulties to contemplate the psychological states of other people, what is often referred to in the literature as 'mindreading' (Whiten and Perner, 1991). The first section contains a review of the literature on children's developing understanding of the mind and their conceptual representational abilities. This is followed by two studies investigating non-learning disabled children's abilities to attribute first-and second-order false belief. The first of these uses an adaptation of the Sally-Anne test (Baron-Cohen, et al., 1985). The second study uses an original false belief story scenario, which involves children in drama. The researcher uses a technique called 'split-briefing' to provide children with first-hand experience of first-and second-order false belief. Simplified versions of the two false belief story scenarios are then used with children with severe learning difficulties to investigate their abilities to represent first-and second-order false belief. The relationship between children's scores on belief attribution tasks and their scores on tests of non-verbal intellectual reasoning (Ravens Coloured Matrices) and receptive language ability (TROG) is also examined in this study. The third section outlines the findings of a questionnaire-based study examining parental reports of spontaneous internal state use by two groups of children: non-learning disabled children aged 1-5 years and pupils with Down's Syndrome aged 4-19 years with severe learning difficulties. 'Internal state language' is language which refers to intentions, cognitions and feeling states (Bretherton and Beeghly, 1981). This is followed by a further investigation of internal state language among a group of students with severe learning difficulties. This study uses a series of playlets written by the author to provide students with an interactive, participatory medium in which to draw their attention to people's internal states. The thesis concludes with a final statement on research into the social-cognitive development of children with severe learning difficulties, with recommendations for future research and intervention.

Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.

Abstract The role of regular physical activity for preventing ill health and chronic disease is well established. Despite the demonstrated role of physical activity for the prevention of ill health, population participation levels among adults remain at stable but unfavourably low levels. Evidence suggests that postnatal women (<12-months postpartum) living in disadvantaged communities are at particular risk of low physical activity participation, even though there are additional physical and mental health benefits of physical activity in the postpartum period. There is a need to develop effective physical activity interventions for postnatal women living in disadvantaged communities. Traditional physical activity interventions are often designed and implemented in ways that exclude disadvantaged groups. Unlike other methods of communication typically used to disseminate mass-reach interventions (e.g., internet, e-mail), mobile telephone short messaging service (SMS) is used equally by disadvantaged and advantaged groups. Few SMS-delivered health behaviour interventions have targeted preventive health behaviours, such as physical activity. The primary aim of this research was to evaluate the efficacy of an individually-tailored physical activity intervention delivered via SMS (“MobileMums”) for postnatal women living in a disadvantaged community. A secondary aim of this research was to explore the role of theory-derived mediators of physical activity behaviour change that were targeted in the intervention. A physical activity intervention was developed based on findings from formative focus groups conducted with postnatal women (n=48) and a pilot study of intervention procedures and content (n=12). This formative research highlighted the need for flexible delivery of a physical activity intervention for postnatal women and identified mobile telephone SMS as a highly used form of communication. Women indicated a willingness to receive health-related messages via their mobile telephones and reported a physical activity preference for walking. The 12-week intervention was delivered primarily via personally tailored SMS and aimed to increase health-enhancing physical activity (HEPA) and more specifically Walking for Exercise. The SMS targeted constructs of the Social Cognitive Theory (SCT) (self efficacy, outcome expectancy, goal setting skills, social support and perceived environmental opportunity for exercise). Overall, the intervention employed practical strategies to help participants develop skills in physical activity goal setting and social support negotiations, and promoted local opportunities for physical activity. The intervention was evaluated in a Randomised Controlled Trial (RCT) involving 88 postnatal women. Data were collected at baseline, 6-weeks and 13-weeks. At each data collection point, HEPA was assessed using ActiGraph accelerometers and self-report measures. Walking for Exercise was assessed in the self-report measure. Validated self-report measures of the targeted SCT constructs were also administered at each data collection point. Following the RCT, intervention group participants were invited to participate in a one-on-one qualitative interview to explore their perceptions of the intervention. The intention-to-treat analysis of HEPA outcomes revealed significant group x time interaction effects for change in HEPA frequency (days per week) using both MTI-recorded (F(2,44)=9.17, p<0.001) and self-reported outcomes (F(2,85)=7.15, p=0.001). Intervention group participants increased MTI-recorded HEPA frequency (mean change 1.46 days/wk, SD± 2.16) and self-reported HEPA frequency (mean change 1.67 days/wk, SD± 1.71) from baseline to 13-weeks. There was no significant effect on HEPA duration (minutes per week) as a result of the intervention for either MTI-recorded or self-reported outcomes. Self-reported Walking for Exercise frequency had a significant between-group effect (F(1,86)=5.02, p=0.03) and within-group effect (F(2,85)=8.60, p<0.001) but there was no significant group x time interaction. There were significantly more intervention group participants than control group participants meeting the HEPA guidelines at 6-weeks (86% vs. 37%, χ2=10.25, p=0.001) and at 13-weeks (54% vs. 19%, χ2=5.18, p=0.04). There were significant group x time interaction effects for change in self efficacy (F(2,85)=3.69, p=0.03) and goal setting skills (F(2,85)=4.28, p=0.01) from baseline to 13-weeks. Based on the Baron and Kenny criteria for mediation, changes in self efficacy and goal setting skills mediated the significant intervention effect on change in HEPA frequency over the first 6-weeks of the intervention. None of the SCT constructs mediated the significant intervention effect on change in HEPA frequency during the second 6-weeks of the intervention. There was a generally positive response to the intervention from participants. Results from qualitative interviews showed that intervention group participants believed the intervention helped them to initiate physical activity, and that it was motivating and ‘mother-centred’. At 13-weeks, more intervention group participants (51%) rated the intervention program as ‘extremely useful’ or ‘useful’ than at 6-weeks (44%). Overall, the intervention developed as part of this research resulted in increases in HEPA among postnatal women, which were mediated in the short-term by changes in targeted SCT constructs. This study is an innovative extension of previous research investigating strategies to promote physical activity among postnatal women. The findings provide evidence to support further inter-disciplinary collaborations between researchers in physical activity (and other areas of health behaviour change) and information technology. This research contributes foundation knowledge to the emerging research area of SMS-delivered health behaviour change interventions and the potential for systematic population-wide delivery via an existing low-cost technology.

Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.

abstract: This study utilized targeted messages and expert and referent sources in an effort to promote physical activity behavior in college students. College students aged 18-25, excluding collegiate athletes, were randomized into three conditions using their current physical activity level. Two of the conditions received targeted messages highlighting three primary components of social cognitive theory - self-efficacy, outcome expectations, and goals - while the third condition received no messages. In addition, the experimental conditions received the messages from either an expert (i.e., a personal trainer) or a referent (i.e., a close friend). In this way, this experiment analyzed whether receiving social cognitive theory messages increased physical activity indicators compared to the control condition, as well as if the message source caused differences in the physical activity indicators. Moreover, participants completed Time 1 and Time 2 measures to determine if receiving messages or not caused changes over a one week time period. Seven physical activity indicators were assessed: self-efficacy, positive outcome expectations, negative outcome expectations, attitudes, response-efficacy, intentions, and physical activity behavior. Results revealed that both the personal trainer and close friend conditions had significantly higher scores than the control condition for intentions at Time 1 and Time 2, as well as physical activity behavior at Time 2. Moreover, the personal trainer condition had significantly higher positive outcome expectations compared to both the friend and control conditions. No other significant differences were found across conditions for Time 1 attitudes, response-efficacy, negative outcome expectations, self-efficacy, and Time 2 attitudes, and self-efficacy. Overall, targeted messages were effective in increasing physical activity intentions and behavior regardless of the message source. / Dissertation/Thesis / Ph.D. Communication 2012

Since Web-based interventions have a significantly high rate of attrition ranging from 99.5% to 77.5%, the researcher employed an instrumental case study approach to understand compliance in a Web-portal. The specific issue for this study was attrition rates and how SCT constructs affected eating competence. Qualitative data provided ground zero insight to a complex issue that was further understood. To better understand the phenomenon, participants that registered for the 30-day study and the software developer were interviewed. All interviews (n=6) were transcribed and data from the transcriptions were transformed from dialogues, into categories, then themes, and finally into concepts. Five guidelines to keep attrition rates low was the outcome of the data analysis. Having a nation interested in the Internet and at the same time faced with an obesity epidemic seemed to be a good fit for researching a method to promote eating competence with interactive technology. Eating competence intertwines four components: (1) attitudes about eating and the enjoyment of food (2) accepting new food to add variety to your diet (3) being able to eat the right amount of food and (4) being able to manage food through proper planning, storing, preparing, and offering. With the above information extracted from the literature, it was determined, a serious enough problem existed to justify spending time, money and other resources to develop and implement an intervention. The theoretical framework supporting the development of the web portal is the social cognitive theory (SCT). In health promotion, the purpose of the SCT is to help people stay healthy through good self-management of health habits. This dissertation focused on four constructs: self-efficacy, behavioral capabilities, observational learning, and reinforcement to better understand how eating competence skills were enhanced and attrition rates lowered.

This study investigated the relationship between coping style and academic satisfaction, as well as the role each plays in overall life satisfaction. Further, this study examined the potential utility of coping style within Lent and Brown’s (2006) social cognitive career theory (SCCT) model of work satisfaction. A sample of students in a university setting took a measure to assess coping style, academic satisfaction, life satisfaction, self-efficacy, and goal progress. Results indicated that both problem-focused and avoidance coping styles predicted academic satisfaction individually. Only for problem-focused coping was this relation strong enough for academic satisfaction to partially mediate the direct effect on life satisfaction. Coping styles did not explain variance above and beyond the SCCT variables of goal progress and self-efficacy. This study supports the existing model of work satisfaction in SCCT, and offers preliminary evidence for full mediation of coping styles’ effects on satisfaction by stress and goal progress.

xi, 87 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this dissertation study was to adapt, deliver, and experimentally test the effectiveness of a research-based, employment-focused group counseling intervention (OPTIONS) that was designed to improve male inmates' ability to secure employment upon release from prison. The intervention curriculum and study were modeled after similar interventions with battered (Chronister & McWhirter, 2006) and incarcerated women (Chartrand & Rose, 1996). The OPTIONS program was grounded in Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994, 2000) and comprised of all critical intervention components identified as contributing to positive career intervention outcomes (Brown & Krane, 2000). In addition, the OPTIONS intervention consisted of 5 weekly group sessions, which lasted 120 minutes, and each group was comprised of 6-7 male inmates. The intervention focused on various aspects of the job preparation process such as identifying necessary skills, obtaining information about different types of jobs, practicing for job interviews, and learning how to utilize social support. Study participants included 77 (n = 38 treatment, n = 39 control) adult male inmates housed at the Oregon Department of Corrections medium security release facility, the Oregon State Correctional Institute (OSCI) in Salem, OR. This study utilized a randomized block design, with between subjects and within subjects measurements at pretest, posttest, and one month follow-up. Participants were blocked based upon age and release date, and then randomly assigned to a wait-list treatment as usual control group or the OPTIONS treatment intervention group. Outcomes measured were job search self-efficacy (Career Search Self-Efficacy Scale, Solberg, Good, & Nord, 1994), perceived problem solving ability (Problem Solving Inventory, Heppner, 1988), and hopefulness (Hope Scale, Snyder et al., 1991). Data were analyzed using 2 (experimental group) x 2 (time) analyses of variance (ANOVAs). Results indicated that participants in the OPTIONS treatment intervention had higher career-search self-efficacy, problem solving, and hopefulness scores at posttest and follow-up than participants in the treatment as usual control group. This dissertation study was the first time a manualized, theory based employment preparation treatment intervention was adapted specifically for inmates preparing to release back to the community. / Committee in charge: Linda Forrest, Chairperson, Counseling Psychology and Human Services; Krista Chronister, Member, Counseling Psychology and Human Services; Deanne Unruh, Member, Special Education and Clinical Sciences; Robert 0 Brien, Outside Member, Sociology

The purpose of the study was to evaluate the effects of a Social Cognitive Theory (SCT) based physical activity intervention designed to evaluate the effectiveness of the twelve-week intervention with regard to psychosocial behaviour using SCT and physical activity behaviour among adults with intellectual disability in non-working time. Design: The study involved pre-post randomized control trial and employed a MANCOVA analysis for this study. Between-Subjects Design was used to assess the effect of independent variable (twelve-week intervention programme) on two groups (intervention group and control group). Follow-up (separate ANVOAs) were calculated on the four dependent variables (self-efficacy, outcome expectancy, barrier to exercise, and moderate physical activity). Participants: Eighty participants from St. James settlements aged over 18 years participated in the present study. After data screening, 59 (30 males, 29 females; n for intervention=29, n for control=30) cases with completed data were analyzed. The final data set contained participants with age ranged from 21 to 67 years (M=35.83, SD=10.28) and BMI ranged from 13 to 64 (M=27, SD=7.33). Intervention group received a SCT-based intervention programme for twelve one-hour lectures. Outcome measures:The Primary outcomes included Self-efficacy, Outcome expectation and Barrier to exercise Questionnaire (SOBQ) on psychosocial behaviour (self-efficacy, outcome expectancy and perceived barrier) and Physical Activity Recall (PAR) on physical activity behaviour (moderate physical activity) among adults with intellectual disabilities. Secondary outcome include objective check list to evaluate the designed treatment being delivered to participants adequately. Measures were taken at baseline and posttest and additionally, intervention group were recruited for follow-up at 4-month. Results: After controlling the pretest scores, the MANCOVA results showed a statistically significant difference between two groups (intervention group and control group) F(4,48)=32.8, P<0.001; Wilk’s Lambda=0.27, partial eta squared =0.73. Result of follow-up measure on MANCOVA, showed that 12-wk intervention between-subjects are significant for all 4 dependents variables: self-efficacy: F(1,116)=47.12, p<0.0125, ηρ²=0.48; outcome expectation: F(1,134)=22.27, p<0.0125, ηρ²=0.30; barrier to exercise: F(1,100)=10.50, p<0.0125, ηρ²=0.17; moderate physical activity F(1,114)=96.79, p<0.0125, ηρ²=0.65 with a Bonferroni adjusted alpha level of 0.0125. The MANOVA results showed that the outcome of the 12-week intervention programme significantly influence time (pretest and posttest) of self-efficacy, outcome expectation, barrier to exercise, moderate physical activity. All scores are significantly higher for posttest in self-efficacy (p<0.01), outcome expectation (p<0.01), moderate physical activity (p<0.01), and lower in barrier to exercise (p<0.01). Lastly, the four months follow-up test showed that the intervention group had significantly lower mean scores compared with posttest in self-efficacy, outcome expectancy, and barrier to exercise. There was no significant difference in moderate physical activity between follow-up and posttest in the intervention group. Conclusions: The twelve-week SCT-based educational treatment shows significant effects in posttest and also intervention group on the targeted constructs: self-efficacy, outcome expectation, and barrier to exercise as well as increasing the moderate physical activity among working adults with intellectual disabilities.