Examining the relationship between descriptive norms and self-regulatory efficacy in an activity setting

Abstract

While there is evidence that descriptive norms (others' behaviour) affect individual physical activity behaviour (PA; Priebe et al., 2009), little is known about how this effect occurs (Rimal, 2008). One possibility is that normative messages about others engaging in PA capture verbal persuasion and vicarious experience, two sources of efficacy identified by Bandura (1977). The purpose of this study was to examine whether a relationship existed between descriptive norms for PA and self-regulatory efficacy (SRE). Using an experimental design, university students were assigned to either a descriptive norm (n=51) or control (n=58) condition. Those in the norm condition received four email messages encouraging them to be active because other students were doing it while those in the control received four messages encouraging activity. Based on self-efficacy theory, it was predicted that SRE would be higher in the norm condition. While post-intervention SRE was higher in the norm versus the control condition, results from a t-test revealed that the difference was not significant (p > .05). Also, PA did not differ between conditions, a result consistent with the SRE findings. Further examination of SRE appears warranted for two reasons. First, a trend existed for higher SRE in the norm condition. Second, there exists the possibility that identity with the norm reference group used in the messages (i.e., students) may have been too low for SRE to be impacted (Rimal et al., 2005).

Acknowledgments: Supported by a SSHRC Vanier Graduate Scholarship (1st author).