Volume 21, Issue 1 (Spring- In Press 2026)
Salmand: Iranian Journal of Ageing 2026, 21(1): 62-77 |
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Mardani Z, Tarrahi M J, Fathian Dastgerdi Z. Effect of the Social Cognitive Theory-based Educational Program on the Level of Physical Activity of the Elderly in Isfahan City. Salmand: Iranian Journal of Ageing 2026; 21 (1) :62-77
URL: http://salmandj.uswr.ac.ir/article-1-2962-en.html
URL: http://salmandj.uswr.ac.ir/article-1-2962-en.html
1- Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Iran.
2- Department of Epidemiology and Biostatistics, Anesthesiology and Critical Care Research Center, School of Health, Isfahan University of Medical Science, Iran.
3- Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Iran. ,mitra_fathian@yahoo.com
2- Department of Epidemiology and Biostatistics, Anesthesiology and Critical Care Research Center, School of Health, Isfahan University of Medical Science, Iran.
3- Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Iran. ,
Abstract: (2191 Views)
Objectives Promoting physical activity in the elderly can help create and maintain an active lifestyle. Utilizing cognitive strategies is an important part of physical activity interventions. The aim of this research was to investigate the effect of an educational intervention based on the social cognitive theory on physical activity of the elderly in Isfahan city.
Methods & Materials In this quasi-experimental study, 88 elderly individuals visiting health centers in Isfahan city in 2024 (Persian calendar year, approximately 2024-2025) were selected using multi-stage cluster sampling and randomly allocated into two groups: intervention and control. The intervention included 6 educational sessions based on the social cognitive theory in the intervention group (n=44). Researcher-made questionnaires on cognitive factors affecting physical activity in the elderly and the Physical Activity Scale for the Elderly (PASE) were distributed and completed in both groups before and 3 and 12 months after the intervention. Finally, t-tests, repeated measures ANOVA, and MANCOVA were used utilizing SPSS 23 for data analysis.
Results The mean age and gender distribution of participants were as follows: Intervention group: 68.38±76.7, control group: 69.70±16.28; female: 44, male: 44. The mean scores of physical activity, self-efficacy, perceived social support, and outcome expectation and value significantly increased in the intervention group compared to the control group after the intervention (P<0.001). The largest effect sizes 3 and 12 months after the intervention were related to participation in physical activity (η²=0.836) and (η²=0.824), self-efficacy (η²=0.828) and (η²=0.781), and perceived social support (η²=0.702) and (η²=0.715), respectively.
Conclusion The findings indicate that implementing an educational intervention based on the Social Cognitive Theory, emphasizing the role of self-efficacy and perceived social support, improves the participation of the elderly in physical activity.
Methods & Materials In this quasi-experimental study, 88 elderly individuals visiting health centers in Isfahan city in 2024 (Persian calendar year, approximately 2024-2025) were selected using multi-stage cluster sampling and randomly allocated into two groups: intervention and control. The intervention included 6 educational sessions based on the social cognitive theory in the intervention group (n=44). Researcher-made questionnaires on cognitive factors affecting physical activity in the elderly and the Physical Activity Scale for the Elderly (PASE) were distributed and completed in both groups before and 3 and 12 months after the intervention. Finally, t-tests, repeated measures ANOVA, and MANCOVA were used utilizing SPSS 23 for data analysis.
Results The mean age and gender distribution of participants were as follows: Intervention group: 68.38±76.7, control group: 69.70±16.28; female: 44, male: 44. The mean scores of physical activity, self-efficacy, perceived social support, and outcome expectation and value significantly increased in the intervention group compared to the control group after the intervention (P<0.001). The largest effect sizes 3 and 12 months after the intervention were related to participation in physical activity (η²=0.836) and (η²=0.824), self-efficacy (η²=0.828) and (η²=0.781), and perceived social support (η²=0.702) and (η²=0.715), respectively.
Conclusion The findings indicate that implementing an educational intervention based on the Social Cognitive Theory, emphasizing the role of self-efficacy and perceived social support, improves the participation of the elderly in physical activity.
Type of Study: Applicable |
Subject:
gerontology
Received: 2024/11/02 | Accepted: 2025/03/03 | Published: 2026/04/01
Received: 2024/11/02 | Accepted: 2025/03/03 | Published: 2026/04/01
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