ABSTRACT
Background/Aim: The Social Cognitive Theory explains the cognitive elements for behavioural learning. Social Cognitive Theory (SCT) constructs are crucial factors that help in understanding the learning and adoption of sedentary behaviour. This study aimed to identify the level of sedentary behaviour and to determine the correlation between the social cognitive theory constructs and sedentary behaviour among the University of Benin undergraduate population.
Methods: A cross-sectional study design with the use of multi-stage clustered random sampling was utilized to select participants in the University of Benin, Ugbowo campus. The sedentary behaviour (SB) level was measured with a Past-Day Recall of Sedentary Time (PAST-U) Questionnaire, self-efficacy was measured using Self-Efficacy for Reducing SB Questionnaire, social support was measured using the Social Support for Reducing SB Questionnaire, outcome expectations was measured using Multi-Dimensional Outcome Expectation Questionnaire and self-regulation was measured using the Self-Regulation Questionnaire. Spearman Rank Correlation was used to assess the relationship between each of the SCT constructs and SB. Alpha was set at 0.05.
Results: There was a median value of 17.79 hours (IQR= 6.77) for sedentary behaviour. Of all the social cognitive theory constructs, self-efficacy for reducing sedentary behaviour was found to have a positive correlation with sedentary behaviour among the university students within the range of 6 to 27 with a median value of 15.00 (IQR = 9.0). Other constructs did not have significant relationship with sedentary behaviour (p > 0.05).
Conclusion: Self-efficacy is a crucial construct of the social cognitive theory, having a higher association with sedentary behaviour. Outcome expectancy and self-efficacy may be potential predictors of reducing sedentary behaviour. Interventions aimed at reducing sedentary behaviour time among undergraduate students of the University of Benin should be considered.
Keywords: Social Cognitive, sedentary behaviour,self-efficacy, social support, outcome expectations, self-regulation, undergraduate.
