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Table 5 Pairwise correlations between PA, intention, automaticity and other determinants of PA

From: What explains the socioeconomic status gap in activity? Educational differences in determinants of physical activity and screentime

  PA Intention Automaticity
PA 1.0   
Intention .49** 1.0  
Automaticity .43** .55** 1.0
Capability
 Knowledge of recommendations .04 −.05 −.11**
 Action planning .42** .56** .54**
 Coping planning .34** .41** .52**
 Self-monitoring .52** .70** .61**
Opportunity
 Access to facilities .16**a .36** .28**
 Material resources .25** .31** .33**
 Injunctive norm .25** .36** .35**
 Descriptive norm .26** .38** .46**
 Parental support .26** .40** .42**
 PE autonomy support .20** .38** .34**
Motivation
 Positive outcome expectancy .24** .44** .42**
 Negative outcome expectancy −.21** −.40** −.29**
 Instrumental attitude .17** .41** .24**
 Affective attitude .34** .54** .46**
 PA identity .48** .58** .64**
 Self-efficacy & perceived behavioural control .30** .55** .43**
  1. **Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed).
  2. athe test of the difference between two independent correlation coefficients for vocational school- and high school is significant (p < .05).