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Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucia: An Explanatory Model.

ABSTRACT: Background:The practice of Physical Activity (PA) is a key factor for the improvement of physical and mental health, making the study of the motivational processes that take part in the development of active lifestyles of interest. Methods:This cross-sectional study was conducted on 775 university students of Physical Education (PE) from Spain. This research aims to develop an explanatory model for the relationships between motivational climate and resilience according to the level of PA, using structural equations analysis. The main instrument used were the Perceived Motivational Climate in Sport (PMCSQ-2) and the Connor-Davidson Resilience Scale (CD-RISC). Results:A negative relationship was observed between task-oriented climate (TC) and ego-oriented climate, which acquired greater correlation strength in the respondents who did less PA. Likewise, a positive relationship was obtained between TC and resilience, which was higher in participants who did more than 3 h of weekly PA. Finally, it was observed that resilience was highly correlated with personal competence, tenacity and control capacity in the most active respondents. Conclusion:The importance of promoting task-oriented motivational climates in PA is highlighted, since this could develop a better resilience capacity in university students and will favor the tolerance to adversity and the positive acceptance of changes.

SUBMITTER: Chacon-Cuberos R

PROVIDER: S-EPMC6691152 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucía: An Explanatory Model.

Chacón-Cuberos Ramón R Castro-Sánchez Manuel M Pérez-Turpin José Antonio JA Olmedo-Moreno Eva María EM Zurita Ortega Félix F

Frontiers in psychology 20190806

<h4>Background</h4>The practice of Physical Activity (PA) is a key factor for the improvement of physical and mental health, making the study of the motivational processes that take part in the development of active lifestyles of interest.<h4>Methods</h4>This cross-sectional study was conducted on 775 university students of Physical Education (PE) from Spain. This research aims to develop an explanatory model for the relationships between motivational climate and resilience according to the leve ...[more]

PMID: 31447747

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Project description:Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students. Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson's correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031. Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

Project description:BackgroundAchievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.MethodsA cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test-retest reliability.ResultsThe Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test-retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.ConclusionThe Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.

Project description:BACKGROUND:Thorough information about the relationship between physical activity (PA) and life satisfaction is still lacking. Therefore, this study examined the cross-sectional relationships between life satisfaction and meeting the World Health Organization (WHO) moderate to vigorous-intensity PA recommendations, total volume and duration of PA, intensity-specific PA (walking, moderate- and vigorous-intensity), domain-specific PA (work, transport-related, domestic, and leisure-time), and 11 domain and intensity-specific PA types among university students. Additionally, we examined the associations between life satisfaction and gender, age, disposable income, community size, smoking, alcohol intake, body mass index (BMI), and self-rated health. METHODS:The study included a random sample of 1750 university students in Zagreb, Croatia (response rate = 71.7%; 62.4% females; mean age 21.5 ± 1.8 years), using the International Physical Activity Questionnaire-long form and the Satisfaction with Life Scale. RESULTS:Higher life satisfaction was associated with female gender (? = 0.13; p = <0.001), younger age (? = -0.07; p = 0.024), higher disposable income (? = 0.10; p = 0.001), and better self-rated health (? = 0.30; p = <0.001). No significant association was found between life satisfaction and size of community (p = 0.567), smoking status (p = 0.056), alcohol consumption (p = 0.058), or BMI (p = 0.508). Among all PA variables, only leisure-time vigorous-intensity PA was significantly associated with life satisfaction after adjustments for socio-demographic characteristics, lifestyle and self-rated general health (? = 0.06; p = 0.045). CONCLUSIONS:This study indicated a weak positive relationship between leisure-time vigorous-intensity PA and life satisfaction, whilst no such association was found for other PA variables. These findings underscore the importance of analyzing domain and intensity-specific PA levels in future studies among university students, as drawing conclusions about the relationship between PA and life satisfaction based on total PA levels only may be misleading.

Dataset Information

Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucia: An Explanatory Model.

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Levels of Physical Activity Are Associated With the Motivational Climate and Resilience in University Students of Physical Education From Andalucía: An Explanatory Model.

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