Power of norms in higher education: Effects of positive and negative normative information on student exercise behavior

Randazzo, Keith David

doi:10.2478/hettw-2025-0005

Abstract

Background/purpose

This study explored how positive and negative descriptive norm information influenced muscular endurance performance and self-efficacy.

Method

College students (N = 102; 51 males, 51 females; M age = 22.06, SD = 2.27) were randomly assigned to positive, negative, or control groups. All performed a maximal-effort abdominal plank, rested for 3 min, and then the norm groups received corresponding feedback. Participants then completed a second plank, a manipulation check, and a task efficacy measure.

Analysis/results

Controlling for initial plank time, analysis of covariance revealed a significant group difference in second plank performance (F(2, 98) = 8.152, p < 0.001, η ² p = 0.15). The positive norm group outperformed both the negative and control groups. A repeated measures ANOVA showed a significant time-by-group interaction on self-efficacy (F(2, 97) = 9.95, p < 0.001, η ² p = 0.17).

Conclusion

Positive normative feedback enhanced task self-efficacy and improved performance, suggesting that exposure to encouraging peer-based information can effectively boost physical effort.

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