Background: The transition from childhood to adolescence marks a steady decline in physical activity (PA) for males and females. To be active, many youth rely on parents for specific instrumental social support (ISS) such as providing transportation and paying activity fees. Parental PA literacy (comprehension of PA information and guidelines) may also be associated with parents' support of children's PA. To date no studies have assessed how psychosocial variables or PA literacy are associated with social support as a behavioral outcome.
Methods: Ninety-one foster parents completed surveys to assess perceptions related to foster child PA (PA level, enjoyment, and coordination), five psychosocial variables (positive and negative behavioral beliefs, normative beliefs, perceived behavioral control, and self-efficacy) to provide ISS for PA, and foster parent and child demographics. A PA literacy assessment was also administered to determine overall and specific PA comprehension. Associations between these variables and ISS were determined using multiple regression analysis.
Results: More supportive normative beliefs about providing ISS, higher self-efficacy for providing ISS, and duration of foster child residence (> 3 years) with foster parents were significantly associated with more foster parent-reported provision of ISS. Race, perceived behavioral control, and not engaging in a sport activity were associated with specific PA literacy about PA guidelines. Race and education were associated with overall PA literacy.
Conclusions: Perceived social expectations to provide ISS from others and confidence in ability to provide ISS were associated with provision of ISS for PA in this sample. PA resources should be written in plain language and help improve foster parent's perceived control to provide tangible support for children's PA.
","abstract_html":"<p><strong>Background:</strong> The transition from childhood to adolescence marks a steady decline in physical activity (PA) for males and females. To be active, many youth rely on parents for specific instrumental social support (ISS) such as providing transportation and paying activity fees. Parental PA literacy (comprehension of PA information and guidelines) may also be associated with parents' support of children's PA. To date no studies have assessed how psychosocial variables or PA literacy are associated with social support as a behavioral outcome.</p><p><strong>Methods:</strong> Ninety-one foster parents completed surveys to assess perceptions related to foster child PA (PA level, enjoyment, and coordination), five psychosocial variables (positive and negative behavioral beliefs, normative beliefs, perceived behavioral control, and self-efficacy) to provide ISS for PA, and foster parent and child demographics. A PA literacy assessment was also administered to determine overall and specific PA comprehension. Associations between these variables and ISS were determined using multiple regression analysis.</p><p><strong>Results:</strong> More supportive normative beliefs about providing ISS, higher self-efficacy for providing ISS, and duration of foster child residence (> 3 years) with foster parents were significantly associated with more foster parent-reported provision of ISS. Race, perceived behavioral control, and not engaging in a sport activity were associated with specific PA literacy about PA guidelines. Race and education were associated with overall PA literacy.</p> <p><strong>Conclusions:</strong> Perceived social expectations to provide ISS from others and confidence in ability to provide ISS were associated with provision of ISS for PA in this sample. PA resources should be written in plain language and help improve foster parent's perceived control to provide tangible support for children's PA.</p>","abstract_has_math":false,"creators":["Dominick, Gregory Mitchell"],"institution":null,"degree_name":"PhD","degree_level":"Campus Access Dissertation","degree_discipline":"Health Promotion, Education and Behavior","degree_department":null,"school":null,"contributors":["Ruth Saunders"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T04:36:50Z","subjects":["Medicine and Health Sciences","Public Health","Public Health Education and Promotion","foster parents","health literacy","Instrumental social support","physical activity","physical activity literacy"],"languages":[],"rights":["© 2009, Gregory Mitchell Dominick"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/20","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ruth Saunders"]},{"key":"dc:creator","label":"Author","values":["Dominick, Gregory Mitchell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Promotion, Education and Behavior"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Medicine and Health Sciences","Public Health","Public Health Education and Promotion","foster parents","health literacy","Instrumental social support","physical activity","physical activity literacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2009, Gregory Mitchell Dominick"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/20"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: The transition from childhood to adolescence marks a steady decline in physical activity (PA) for males and females. To be active, many youth rely on parents for specific instrumental social support (ISS) such as providing transportation and paying activity fees. Parental PA literacy (comprehension of PA information and guidelines) may also be associated with parents' support of children's PA. To date no studies have assessed how psychosocial variables or PA literacy are associated with social support as a behavioral outcome.
Methods: Ninety-one foster parents completed surveys to assess perceptions related to foster child PA (PA level, enjoyment, and coordination), five psychosocial variables (positive and negative behavioral beliefs, normative beliefs, perceived behavioral control, and self-efficacy) to provide ISS for PA, and foster parent and child demographics. A PA literacy assessment was also administered to determine overall and specific PA comprehension. Associations between these variables and ISS were determined using multiple regression analysis.
Results: More supportive normative beliefs about providing ISS, higher self-efficacy for providing ISS, and duration of foster child residence (> 3 years) with foster parents were significantly associated with more foster parent-reported provision of ISS. Race, perceived behavioral control, and not engaging in a sport activity were associated with specific PA literacy about PA guidelines. Race and education were associated with overall PA literacy.
Conclusions: Perceived social expectations to provide ISS from others and confidence in ability to provide ISS were associated with provision of ISS for PA in this sample. PA resources should be written in plain language and help improve foster parent's perceived control to provide tangible support for children's PA.
"]},{"key":"dc:title","label":"Title","values":["Factors Associated With Foster Parent Instrumental Social Support For Physical Activity"]}]}],"canonical_facts":{"dc:contributor":["Ruth Saunders"],"dc:creator":["Dominick, Gregory Mitchell"],"dc:description.abstract":["Background: The transition from childhood to adolescence marks a steady decline in physical activity (PA) for males and females. To be active, many youth rely on parents for specific instrumental social support (ISS) such as providing transportation and paying activity fees. Parental PA literacy (comprehension of PA information and guidelines) may also be associated with parents' support of children's PA. To date no studies have assessed how psychosocial variables or PA literacy are associated with social support as a behavioral outcome.
Methods: Ninety-one foster parents completed surveys to assess perceptions related to foster child PA (PA level, enjoyment, and coordination), five psychosocial variables (positive and negative behavioral beliefs, normative beliefs, perceived behavioral control, and self-efficacy) to provide ISS for PA, and foster parent and child demographics. A PA literacy assessment was also administered to determine overall and specific PA comprehension. Associations between these variables and ISS were determined using multiple regression analysis.
Results: More supportive normative beliefs about providing ISS, higher self-efficacy for providing ISS, and duration of foster child residence (> 3 years) with foster parents were significantly associated with more foster parent-reported provision of ISS. Race, perceived behavioral control, and not engaging in a sport activity were associated with specific PA literacy about PA guidelines. Race and education were associated with overall PA literacy.
Conclusions: Perceived social expectations to provide ISS from others and confidence in ability to provide ISS were associated with provision of ISS for PA in this sample. PA resources should be written in plain language and help improve foster parent's perceived control to provide tangible support for children's PA.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/20"],"dc:rights":["© 2009, Gregory Mitchell Dominick"],"dc:subject":["Medicine and Health Sciences","Public Health","Public Health Education and Promotion","foster parents","health literacy","Instrumental social support","physical activity","physical activity literacy"],"dc:title":["Factors Associated With Foster Parent Instrumental Social Support For Physical Activity"],"thesis:degree_discipline":["Health Promotion, Education and Behavior"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T04:36:50Z"}