Adjusted R-Squared A measure of how well the independent, or predictor, variables predict the dependent, or outcome, variable. A higher adjusted R-square indicates a better model. Adjusted R-square is calculated based on the R-square, which denotes the percentage of variation in the dependent variable that can be explained by the independent variables. The adjusted R-squared adjusts the R-square for the sample size and the number of variables in the regression model.
This article has been cited by other articles in PMC. Abstract Although poor health-related behaviors that impact development of chronic diseases begin much earlier than when actual disease is evident, few studies have examined health behaviors in college students, who may be at an important transitional period where early intervention could prevent development of chronic diseases.
We found significant differences in health profiles between non-Hispanic White White and African American students, including greater physical fitness and healthier diets among White students.
Furthermore, weight status was significantly associated with cardiovascular fitness. This supports a focus on PA promotion for interventions in the period of emerging adulthood, alongside the other healthy behaviors, to elicit improvements in weight status and potential reduction of chronic disease risks.
The prevalence of obesity among adults has more than doubled since 1 and is present across all demographic strata of the United States population. This critical transition period is marked by a decline in healthy behaviors, including a decline in physical activity PA levels, 20 adoption of unhealthy eating habits, 18 adoption of unhealthy sleep patterns and practices, 21 and an increase in alcohol consumption.
Being in a different food environment, often with unlimited quantities of unhealthy food options, coupled with newfound independence over food choices, can lead to consumption of larger quantities of unhealthy foods.
The purpose of this study was to examine the relationship between body composition and anthropometric measures, fitness, and health-related behaviors of first-year female college students. Participants were recruited by word of mouth, at orientation events, via Internet postings and emails to the targeted population, and by recruitment flyers posted throughout campus.
The exclusionary criteria for participating in the parent studies included male gender; less than 17 years of age or greater than 22 years of age; reporting a positive history of cardiovascular disease, lung disease, nephropathy, retinopathy, neuropathy, or a musculoskeletal disorder or injury that would prevent successful completion of the exercise tasks; or reporting consuming tobacco products.
No participants were excluded from participation based on these criteria. All participants provided written, voluntary, informed consent prior to participation. Secondary data analyses of de-identified data conducted for the preparation of this manuscript was approved by the Institutional Review Board and Human Subjects Research Office at Winston-Salem State University.
Furthermore, this research study complied with the principles of the Declaration of Helsenki. Procedures Participants underwent one screening appointment at baseline during the screening phase for the intervention programs that included the collection of demographics, personal contact information and availability for planned intervention sessions, and personal medical history.
Participants also completed a comprehensive physical assessment and filled out self-reported measures using standard questionnaires and surveys.
Comprehensive physical assessment The physical measures were assessed per the protocols described below in the following order: All measures were collected by trained data collection staff.
The participant was asked to slowly reach with her arms extended as far as she could while her legs were extended and her feet were flat against the box.
Three trials were conducted, with the best of three recorded. Participants started with their back and knees flexed, feet on the floor, heels 30—46 cm from the buttocks, and arms crossed over the chest with hands on opposite shoulders.
The test was stopped when the participant rested or when the push-up form was compromised. While standing, with the arm to be tested extended by her side, the participant was asked to grip as hard as possible for a few seconds. The highest combined total was used as her grip strength score, measured to the nearest kilogram.
Questionnaires Self-report questionnaires were used to assess PA, eating habits, and health behaviors. When data were not available at baseline for a participant, the mean score at baseline of all participants for that particular measure was entered, consistent with the intent-to-treat approach that was utilized in the parent studies.
All data were checked for compliance of the assumptions using these models, and corrections were applied accordingly.
The Bonferroni method was used to correct the alpha level when performing multiple comparisons. Results Participant characteristics As shown in Table 1participants were a mean age of 18 years old, had normal resting HR and BP, and were of average weight Black students had significantly higher resting heart rate and blood pressure and were younger than White students.
Although differences were not statistically significant, the average BMI for White students was classified as normal weight, while the average BMI of Black students was classified as overweight. Table 1 Participant characteristics of female college students.OMPT Ch 1 Discussion and Review Questions.
STUDY. List five important differences between goods production and service operations; then list five important similarities. achieving cooperation between management and workers, and separating management activities from work activities.
There were no differences in time to next appointment between the two physician groups (both would want to see the patient again in 9–10 days).
The MANOVA showed a significant overall difference between internists and family practitioners in the way they would “manage” the patient (p. Start studying EBP Multiple Choice Questions.
Learn vocabulary, terms, and more with flashcards, games, and other study tools. Studying the interaction between HIV cells and healthy cells The difference between the true score and the observed score. A Comparison of the Differences in Time Management, Convenience, and Interaction Between Online and Classroom Courses ( words, 4 pages) Due to the advance in technology, most colleges offer both online courses and classroom courses.
Students identified the most helpful time-management strategies as setting a schedule for study time ( percent) and devoting time daily to the course ( percent). A key difference between in-person and online learning is the independence and ability to participate in the online class at a time .
FNU Distance Learning Pros and Cons of Taking Online College Classes. May 21, Taking online classes requires time management skills to help you stay on task.
Additionally, if you do not trust that the courses you have chosen are indeed essential for the knowledge you need in your given field, you may drop out through lack of interest.