Megan E. Amaya

Relationships Among Perceived Wellness Culture, Healthy Lifestyle Beliefs, and Healthy Behaviors in University Faculty and Staff Implications for Practice and Future Research

Identifying key factors influencing healthy lifestyle behaviors in university faculty and staff is critical in designing interventions to improve health outcomes and reduce health care costs. A descriptive study was conducted with 3,959 faculty and staff at a Midwestern, U.S. University. Key measures included perceived worksite culture, healthy lifestyle beliefs, and healthy lifestyle behaviors. Healthy lifestyle beliefs were strongly positively associated with healthy lifestyle behaviors. Regression analyses demonstrated positive healthy lifestyle behaviors based upon sex (female, Std. β = .068, p < .001) and role (faculty, Std. β = .059, p < .001) and a negative effect of race (African Americans, Std. β = −.059, p < .001). The positive effect of perceived wellness culture on healthy lifestyle behaviors was completely mediated by healthy lifestyle beliefs. Interventions to enhance perceived wellness culture and healthy lifestyle beliefs should result in healthier behaviors and improved health outcomes.

An evaluation of a worksite exercise intervention using the social cognitive theory: A pilot study

Purpose: To increase exercise adherence among insufficiently active adult employees. Design: A quasi-experimental separate samples pre-test–post-test group design was used to compare treatment and comparison group. Setting: The worksite. Subjects: Employees (n = 127) who did not meet current American College of Sports Medicine (ACSM) recommendations for exercise. Intervention: An eight-week educational programme targeting the social cognitive theory constructs. Measures: Free-living exercise, self-regulation, self-efficacy, social support, and outcome expectations and expectancies. Measurement was at pre-test, post-test, one month and three months post-intervention. Analysis: One-way analysis of variance. Results: The treatment group reported important increases in exercise and mediators of exercise. There was a significant difference between groups for moderate intensity exercise and vigorous intensity exercise at post-test and follow-up (p = .001). There was a significant difference between groups for self-regulation at post-test and follow-up (p = .001). There was not a significant difference between groups for self-efficacy or outcome expectancies. Family and friend social support group differences were non-significant at post-test and one-month follow-up, but was significant difference at three-month follow-up (p = .001). Outcome expectations and expectancies were non-significant at all time periods. Conclusion: The educational intervention was effective in increasing the exercise rates of employees at the worksite.

Feasibility, Acceptability, and Preliminary Effects of the COPE Online Cognitive‐Behavioral Skill‐Building Program on Mental Health Outcomes and Academic Performance in Freshmen College Students: A Randomized Controlled Pilot Study

PROBLEM Despite the increasing prevalence of mental health disorders in university students, few receive needed evidence-based treatment. OBJECTIVE The purpose of this study was to assess the feasibility and preliminary effects of a seven-session online cognitive-behavioral skill-building intervention (i.e., COPE, Creating Opportunities for Personal Empowerment) versus a comparison group on their anxiety, depressive symptoms, and grade performance. METHODS A randomized controlled pilot study was conducted from September 2012 to May 2013 with 121 college freshmen enrolled in a required one credit survey course. FINDINGS Although there were no significant differences in anxiety and depressive symptoms between the groups, only COPE students with an elevated level of anxiety at baseline had a significant decline in symptoms. Grade point average was higher in COPE versus comparison students. Evaluations indicated that COPE was a positive experience for students. CONCLUSIONS COPE is a promising brief intervention that can be integrated effectively into a required freshman course.