Academic Self-efficacy
Conditions
Keywords
classroom based physical activity
Brief summary
The goal of this study is to learn if a classroom-based physical activity program can improve academic self-efficacy in university students. The main question it aims to answer is: Do students who take part in classroom-based physical activities have higher academic self-efficacy scores than students who do not? Researchers will compare students in classrooms that do the physical activity program to students in classrooms that continue their usual class routine (no extra activities). Participants will: If in the activity group: take part in one time per day, five times a week, a total of eight weeks during regular classes. If in the control group: attend classes as normal. Complete a questionnaire about their academic self-efficacy.
Interventions
OTHERclassroom based physical activity with Instructional videos
Participants in this group will take part in short physical activity breaks during their regular classroom sessions. Each break lasts about 5 to 10 minutes and includes simple movements such as standing up, stretching, walking in place, or light aerobic exercises. These breaks will occur 5 times per week over 8 weeks. A trained instructor or a pre-recorded video will guide the activities.
Sponsors
Anhui Medical University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to 26 Years
Healthy volunteers
Yes
Inclusion criteria
* Full-time university students aged 18-26 years * Able to stand and walk independently * Willing to participate in the 8-week intervention and assessments
Exclusion criteria
* Self-reported history of lower extremity injury or surgery in the past 6 months * Diagnosed neurological or vestibular disorders affecting balance * Regular participation in structured balance or physical activity training outside the study * Any medical condition that prevents safe performance of physical activity
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| academic self-efficacy | Baseline, week 8 | Academic Self-Efficacy measured by the Chinese version of the Academic Self-Efficacy Scale, ASES-C，which is an 8-item, unidimensional scale using a 7-point Likert scale. The scoring range is from 8 to 56. A higher score indicates a better outcome (higher academic self-efficacy). |
Outcome results
None listed