ABSTRACT

Background: Although sedentary behavior (SB) has been found to be predominant in university students, there is very limited information on the link between the correlates of the socio-cognitive theory and sedentary behavior as well as their influence on reduction of such behaviors among university students.  

Aim: The aim of this study was therefore to explore the knowledge, perception, self-efficacy, outcome expectations and barriers related to reduction of sedentary behaviour among University of Benin undergraduates.

Methods: A qualitative research study using a focus group design was carried out and four focus group discussions were conducted. There were six (6) participants in each group and a total of twenty-four (24) participants involved in this study. The respondents for the study were selected using a convenience sampling method, and the information obtained during the discussions were audio recorded, transcribed verbatim, coded, and thematically analyzed using NVIVO (QSR, version 12.0).

Results: A majority of the students were unfamiliar with the concept of SB but were mostly aware of the adverse consequences on health outcomes. A good number of the students lacked confidence in their ability to reduce time spent engaging in sedentary behavior, due to the following reasons (i) the perceived enjoyment that’s comes with spending time being sedentary (ii) their desire to get good grades and attain academic excellence (iii) the structure of the academic system which encourages SB (iv) the lack motivation and self -discipline to avoid SB.

Conclusion:  The results from this study showed that the students lacked a proper understanding of the concept of SB and although they were aware of some of the adverse health effects, they were not confident that they could reduce sedentary time. The results provide insight into students’ understanding of the concept as well as the threats to health linked with sedentary behavior (i.e. knowledge) and their perceived self-efficacy, outcome expectations, barriers, and ideas to reduce sedentary behavior. It has highlighted the lack of familiarity with SB and reflects multi-faceted approaches like education, changing known norms within the academic system, and altering structure of classrooms to reducing SB among university students.

This study will also be an addition to the body of literature on SB among university students as well as inform future research studies aimed at developing interventions to reduce SB among this population group.

KEYWORDS: Sedentary time; Sitting time; Knowledge; Perception; Outcome expectations; Self-efficacy; Barriers; Sedentary behaviour; University students.