Effect of the Social Cognitive Theory-Based Educational Program on the Level of Physical Activity of the Elderly in Isfahan City Publisher

Summary: Can social-cognitive education get older adults moving? A study found more activity, self-efficacy and perceived support after tailored sessions. #ActiveAgeing #HealthEducation

Mardani Z ; Tarrahi M J ; Dastgerdi Z F
Source: Iranian Journal of Ageing Published:2026

Abstract

Objectives Promoting physical activity in the elderly can help create and maintain an active lifestyle. Utilizing cognitive strategies is an important part of physical activity interventions. The aim of this research was to investigate the effect of an educational intervention based on the social cognitive theory on physical activity of the elderly in Isfahan city. Methods & Materials In this quasi-experimental study, 88 elderly individuals visiting health centers in Isfahan city in 2024 (Persian calendar year, approximately 2024-2025) were selected using multi-stage cluster sampling and randomly allocated into two groups: intervention and control. The intervention included 6 educational sessions based on the social cognitive theory in the intervention group (n=44). Researcher-made questionnaires on cognitive factors affecting physical activity in the elderly and the Physical Activity Scale for the Elderly (PASE) were distributed and completed in both groups before and 3 and 12 months after the intervention. Finally, t-tests, repeated measures ANOVA, and MANCOVA were used utilizing SPSS 23 for data analysis. ResultsThe mean age and gender distribution of participants were as follows: Intervention group: 68.38±76.7, control group: 69.70±16.28; female: 44, male: 44. The mean scores of physical activity, self-efficacy, perceived social support, and outcome expectation and value significantly increased in the intervention group compared to the control group after the intervention (P<0.001). The largest effect sizes 3 and 12 months after the intervention were related to participation in physical activity (η2=0.836) and (η2=0.824), self-efficacy (η2=0.828) and (η2=0.781), and perceived social support (η2=0.702) and (η2=0.715), respectively. ConclusionThe findings indicate that implementing an educational intervention based on the Social Cognitive Theory, emphasizing the role of self-efficacy and perceived social support, improves the participation of the elderly in physical activity. Copyright © 2026 The Author(s); This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC: https://creativecommons.org/licenses/by-nc/4.0/legalcode.en), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.