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In this study, the association between physical activity participation and self-efficacy for physical activity was measured in adolescent males. Also, the possibility that self-efficacy levels differed between school sport participants and non-school sport participants was explored. The results of the Spearman’s p test showed a moderate positive, and significant correlation between PAQ-A and SEPAQ scores, r(113) = .571, p < .01. The regression analysis showed that PAQ-A score significantly predicted SEPAQ scores, b = 10.95, t(113) = 6.63, p < .001. However, school sport participation did not significantly predict SEPAQ scores, b = 0.99, t(113) = 0.97, p > .05. Also, PAQ-A score and school sport participation explained a significant proportion of variance in SEPAQ scores, R^2= 0.33, F (2, 112) = 27.11, p < .001. Implications for male participation in physical activity are discussed.

Sixth grade is a pivotal time in school, as students culminate their elementary school years and anticipate junior high school. At this age, students become more involved in trends, especially technological trends. When students can utilize the same type of technology inside and outside of school, their self-efficacy may increase. Hypothetically, even within an academic setting, a sixth grader's self-efficacy will subconsciously elevate with these familiar tools. This mixed methods study evaluated the link between the use of educational technology in the sixth grade classroom and students' self-efficacy. To facilitate data collection for this study, after parental consent was obtained, students completed an online questionnaire via Survey Monkey on their classroom laptops. At a predetermined date, time, and location, teachers of the participating students met with the researcher in focus groups. Before the meeting date and time, the focus group agenda was emailed to the teachers for their perusal. The results of the questionnaire were analyzed using SPSS, specifically examining links between questions pertaining to technology use and questions resulting in high self-efficacy. The results of the focus groups were analyzed for themes within the teachers' comments and served as essential narrative in the results and conclusion sections of the dissertation. The results of the questionnaire and focus groups produced several implications regarding educational policy and future research. Significant, positive correlations emerged among variables within the established self-efficacy domain and the use of laptops and Smart/Interwrite boards in the classroom, iPods, iPads, and smart phones outside of class, and using educational technology in writing and math during class. No significant differences emerged between boys' and girls' self-efficacy, as corroborated by the teachers' focus group responses. Variables within the self-concept domain emerged as predictors when multiple regression analyses were run with self-efficacy dependent variables. Conclusions that were drawn from this study include the need for educational technology during math instruction, iPads for instruction during class, and further study regarding gender differences in response to technology.

In this study, the association between physical activity participation and self-efficacy for physical activity was measured in adolescent males. Also, the possibility that self-efficacy levels differed between school sport participants and non-school sport participants was explored. The results of the Spearman’s p test showed a moderate positive, and significant correlation between PAQ-A and SEPAQ scores, r(113) = .571, p < .01. The regression analysis showed that PAQ-A score significantly predicted SEPAQ scores, b = 10.95, t(113) = 6.63, p < .001. However, school sport participation did not significantly predict SEPAQ scores, b = 0.99, t(113) = 0.97, p > .05. Also, PAQ-A score and school sport participation explained a significant proportion of variance in SEPAQ scores, R^2= 0.33, F (2, 112) = 27.11, p < .001. Implications for male participation in physical activity are discussed.

Thesis (M.A)--Bowling Green State University, 2009. / Document formatted into pages; contains iv, 63 p. Includes bibliographical references.

Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 6, 2008). Includes bibliographical references (p. 47-54).

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 111. Thesis director: James E. Maddux. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 101-110). Also issued in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.