Date
6-16-2025
Department
School of Health Sciences
Degree
Doctor of Philosophy in Health Sciences (PhD)
Chair
JoAnna Cupp
Keywords
peer modeling, behavior change, undergraduate motivation, health education, self-efficacy, Transtheoretical Model, Social Cognitive Theory
Disciplines
Health and Physical Education | Medicine and Health Sciences
Recommended Citation
Mina, Heather A., "Motivational Peer Influence on Behavior Change in Undergraduates: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7108.
https://digitalcommons.liberty.edu/doctoral/7108
Abstract
The purpose of this phenomenological study was to explore how peer testimonies from former students who successfully completed a Behavior Change Project (BCP) influenced motivation and anxiety in 148 undergraduate health and exercise science students preparing to begin their own BCP. The study was guided by the Transtheoretical Model (Prochaska & Velicer, 1997) and Bandura’s Social Cognitive Theory (1986), both of which emphasize self-efficacy, observational learning, and readiness for behavior change. Research was conducted at a public university in western North Carolina with students enrolled in a required health and wellness course. Data collection included pre-BCP surveys, four weeks of structured reflective journals, post-BCP surveys, and a concluding focus group. Thematic analysis was used to examine all four sources of data, allowing for triangulation and a richer understanding of participants experiences. Results indicated that peer testimonies helped reduce anxiety and boost motivation by normalizing challenges and promoting self-confidence. Participants described guest speakers as relatable and encouraging, and journal reflections showed a progression from initial hesitation to increased empowerment and engagement. These findings supported both theoretical frameworks, emphasizing the value of peer modeling in fostering emotional connection, accountability, and readiness to change. Recommendations include introducing peer testimonies early in the semester, developing a reciprocal mentorship model, and extending this approach to other academic settings. This study affirms the power of peer voice in cultivating wellness, agency, and sustainable behavior change in higher education.
