{'fraction_non_alphanumeric': 0.019246861924686193, 'fraction_numerical': 0.0, 'mean_word_length': 6.204819277108434, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Applying Social Cognitive Theory to Develop Targeted Messages: College Students and Physical Activity

Despite the importance of physical activity, college students currently do not participate in the recommended amounts of physical activity. Fortunately, the field of communication is uniquely situated to assist in promoting physical activity behaviors by examining and developing effective messages. To help accomplish this task, the current article qualitatively explores messages college students hear regarding physical activity using Social Cognitive Theory (SCT). Analysis of the messages using thematic analysis revealed that SCT can be useful in explaining the impact of messages on health behaviors. Results suggested that college students focus primarily on messages delivered from two sources—themselves and important others. In addition, messages included all components of SCT (self-efficacy, goals, outcome expectations, and environmental factors), with students predominantly focusing on self-efficacy and environmental factors. This framework provides a starting point for developing effective message interventions to promote physical activity behavior among college students.