General Self-Efficacy and Body Weight: The Role of Race and Gender

Relationships between Food Insecurity, Self-Efficacy, and Changes in Body Mass Index among the Youth in Taiwan: Analysis from a Longitudinal Cohort Survey

BACKGROUND

Food insecurity is a heightened concern among economically disadvantaged youth, and it may contribute to the atypical body mass index (BMI) patterns frequently observed in this group. Self-efficacy seems to intervene in the negative impacts of contextual restraints. This study investigated the relationship between food insecurity, self-efficacy, and BMI trajectory among economically disadvantaged Taiwanese youth.

METHODS

We utilized three-wave longitudinal data from the Taiwan Database of Children and Youth in Poverty. The Food Insecurity Score (FIS) assessed food insecurity with a 4-item scale measuring reduced meal frequency, hunger, skipping meals, and economic constraints. Moreover, the General Self-Efficacy Scale (GSES) assessed self-efficacy, showcasing the ability to handle stress effectively and envision success scenarios, contributing to positive outcomes. By employing latent growth modeling, we were able to delineate the impacts of baseline food insecurity and self-efficacy on initial BMI and its subsequent growth trajectory.

RESULTS

Elevated baseline FIS significantly predicted higher initial BMI (coefficient = 0.420, p = 0.042). Baseline GSES was negatively associated with initial BMI (coefficient = -0.093, p < 0.001) but positively predicted the BMI growth rate (coefficient = 0.023, p = 0.011).

CONCLUSION

Enhancing self-efficacy may be an effective multidisciplinary intervention to address psychosocial and socioeconomic factors when tackling weight problems in vulnerable youth groups.

Classroom-Based Physical Activity as a Means to Improve Self-Efficacy and Academic Achievement among Normal-Weight and Overweight Youth

Although physical activity has positive physical and mental health outcomes, particularly among adolescents, a significant percentage of young people maintain a largely sedentary lifestyle. Considering that the youths spend the greater part of the day at school, this is considered an ideal setting to foster active and healthy living. Consequently, this study is intended to investigate the connection between physical activity, self-efficacy and academic achievement in normal-weight and overweight adolescents. In total, 100 students (aged 14-15) from a public high school placed in the south of Italy were enrolled. They participated either in a 12-week classroom-based physical activity break program performed during science classes (60'/2 days per week) in which a nutritional educational program was carried out or in regular science lessons (60'/2 days per week). At the beginning and end of the intervention programs, a set of standardized motor evaluation tests (standing long jump test, Harvard step test, push up, sit and reach test), the scholastic self-efficacy test and the Amos 8-15 were administered. As a result, a meaningful Time × Group interaction for the self-efficacy variable and Amos 8-15 was observed in the intervention group. Specifically, they reported significant improvement in study skills, motivational factors, concentration and self-efficacy, as well as a decrease in anxiety and BMI (p < 0.001). No significant change was observed in the control group. The conclusions of this research underpin the notion that classroom-based physical activity break is a successful approach for enhancing students' psycho-physical well-being, as well as academic achievement.

The Influence of Physical Education on Self-Efficacy in Overweight Schoolgirls: A 12-Week Training Program

The purpose of this randomized controlled study was to investigate the impact of a 12-week physical education (PE) program on the self-efficacy of overweight schoolgirls. We randomly assigned 60 overweight schoolgirls (15–17 years) to either an experimental moderate to vigorous aerobic exercise (∼90 min, three times a week) group (n = 30) or a control group (CG) (n = 30) that received non-specific regular PE lessons with activities chosen by the curricular teacher mainly focused on team games and sports skills that aimed to achieve general psycho-physical wellness (∼90 min, three times a week). To assess the starting level of students and significant changes reached, at baseline and after training, a battery of standardized assessment motor tests and a psychometric scale (generalized self-efficacy scale, GES) were administered. At the end of the intervention, the experimental group reported a considerable decrease in body mass index (BMI) and a large improvement in self-efficacy (p < 0.001). No significant changes were found in the CG. The results suggested that the 12-week moderate to a vigorous aerobic exercise program is an effective weight loss intervention and a vehicle to promote a range of outcomes important to the qualitative growth of adolescents. In fact, it could provide a positive and significant impact on the self-efficacy of overweight schoolgirls.