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

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.