Assessment of Scientific Communication Self-Efficacy, Interest, and Outcome Expectations for Career Development in Academic Medicine.

Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy, an 11-item, 2-factor measure of outcome expectations, and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, presenting at national meetings).

Gender differences in sociodemographic and behavioral influences of physical activity in Mexican-origin adolescents.

BACKGROUND: Understanding the factors that contribute to physical activity (PA) in Mexican-origin adolescents is essential to the design of effective efforts to enhance PA participation in this population. METHODS: Multivariable logistic regression was used to identify sociodemographic and behavioral correlates of self-reported PA in school and community settings in 1154 Mexican-origin adolescents aged 12-17 years in Houston, TX. RESULTS: The majority of adolescents were born in the US (74%), approximately half (51%) were overweight or obese, and nearly three-quarters (73%) watched more than 2 hours of weekday television. Similarities and differences by setting and gender were observed in the relationships between sociodemographic and behavioral characteristics and PA. In boys, parental education and attending physical education (PE) were positively associated with PA across multiple PA outcomes. Adolescent linguistic acculturation was inversely associated with participation in community sports, whereas parental linguistic acculturation was positively associated with PA at school. In girls, PA in school and community settings was inversely associated with TV viewing and positively associated with PE participation. CONCLUSIONS: These findings highlight similarities and differences in correlates of PA among boys and girls, and point toward potential sources of opportunities as well as disparities for PA behaviors in Mexican-origin adolescents.

Factorial and construct validity of the athletic identity questionnaire for adolescents.

PURPOSE: This research describes the development of a measure of the general attribute of "athletic" in adolescents, encompassing exercise, sport, and physical activity. Based on a theoretical model supported in adults, the 40-item Athletic Identity Questionnaire (AIQ) for adolescents assesses four dimensions: appearance, competence, importance of activity, and encouragement from three sources: parents, friends, and teachers/other adults. METHODS: Structural equation modeling was used to evaluate the hypothesized four-factor model in a development sample of 408 adolescents in eighth grade (mean age 13.4 yr). A separate sample (N = 1586) was used to cross-validate the final model. Construct validity was examined by testing the model's relationship to self-reported (Modifiable Activity Questionnaire-Adolescent, Previous Day Physical Activity Recall, Youth Risk Behavior Survey) and objectively measured physical activity (MTI accelerometer in sample 3, N = 100). RESULTS: Confirmatory factor analysis supported the four-factor structure, and there was also support for a higher-order model. LISREL correlations between the AIQ factors and self-reported physical activity ranged from 0.32 to 0.61, TV watching from -0.20 to -0.50, and sport-team participation from 0.20 to 0.54. Pearson correlations between the AIQ factors and MTI vigorous physical activity ranged from 0.09 to 0.26 and MTI moderate from -0.06 to 0.22. CONCLUSIONS: Findings support the factorial and construct validity of the AIQ for adolescents.

Race/ethnicity, smoking status, and self-generated expected outcomes from smoking among adolescents.

Racial/ethnic differences in adolescent smoking suggest that different factors may motivate smoking among various racial/ethnic groups. This study examined relations among race/ethnicity, self-generated smoking outcome expectancies, and smoking status. Our findings noted that current smoking was highest among Hispanics, whereas African Americans and Asians were least likely to ever smoke. African Americans were most likely to experiment but least likely to smoke currently. Five expectancies differed significantly by race/ethnicity: reduce tension, image, negative aesthetics, addiction, and cost. However, none were significant mediators or moderators. Racial/ethnic groups most susceptible to smoking initiation and with the highest rates of current smoking should be targeted for prevention and cessation. Research is needed to examine more thoroughly racial/ethnic differences in expectancies.

Ethnic differences among correlates of physical activity in women.

PURPOSE: This study investigated differences between two ethnic minority groups on five hypothesized correlates of physical activity (beliefs about the value of physical activity, normative modeling, perceived barriers, outcome expectations, and self-efficacy). DESIGN: A cross-sectional sample consisting of 246 African American and Hispanic women 40 to 70 years of age was used. Multivariate analysis of covariance including interactions with education and income was used. RESULTS: A three-way interaction (ethnicity by education by income) was significant for perceived barriers. In addition, a two-way interaction (education by income) was significant for normative modeling. CONCLUSIONS: Ethnic differences by education and income were associated with some correlates of physical activity; therefore, it is important to consider this diversity when designing physical-activity interventions for minority women.