Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/112411
Campo DC Valoridioma
dc.contributor.authorValero-Valenzuela, Alfonsoen_US
dc.contributor.authorHuéscar, Elisaen_US
dc.contributor.authorNúñez Alonso, Juan Luisen_US
dc.contributor.authorConte, Luisen_US
dc.contributor.authorLeón González-Vélez, Jaime Joséen_US
dc.contributor.authorMoreno-Murcia, Juan Antonioen_US
dc.date.accessioned2021-10-25T16:13:11Z-
dc.date.available2021-10-25T16:13:11Z-
dc.date.issued2021en_US
dc.identifier.issn2071-1050en_US
dc.identifier.otherScopus-
dc.identifier.urihttp://hdl.handle.net/10553/112411-
dc.description.abstractFramed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).en_US
dc.languageengen_US
dc.relationBeyond control: Consequences of promoting support for autonomy in teachers and students in physical education classesen_US
dc.relationDEP2017-83441-Ren_US
dc.relation.ispartofSustainability (Switzerland)en_US
dc.sourceSustainability (Switzerland) [ISSN 2071-1050], v. 13, (21), 11759, (Noviembre 2021)en_US
dc.subject610608 Motivaciónen_US
dc.subject58 Pedagogíaen_US
dc.subject61 Psicologíaen_US
dc.subject.otherAutonomyen_US
dc.subject.otherPsychological mediatorsen_US
dc.subject.otherSelf-determined motivationen_US
dc.subject.otherSporten_US
dc.subject.otherPhysical self-perceptionsen_US
dc.subject.otherAdolescenceen_US
dc.titlePrediction of Adolescent Physical self-concept through autonomous motivation and basic psychological needs in Spanish physical education studentsen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.typeArticleen_US
dc.identifier.doi10.3390/su132111759en_US
dc.identifier.scopus85118199588-
dc.contributor.orcidNO DATA-
dc.contributor.orcidNO DATA-
dc.contributor.orcidNO DATA-
dc.contributor.orcidNO DATA-
dc.contributor.orcidNO DATA-
dc.contributor.orcidNO DATA-
dc.contributor.authorscopusid6508380864-
dc.contributor.authorscopusid34869868500-
dc.contributor.authorscopusid14632548600-
dc.contributor.authorscopusid26025231400-
dc.contributor.authorscopusid36186942700-
dc.contributor.authorscopusid23976788200-
dc.identifier.eissn2071-1050-
dc.identifier.issue21-
dc.relation.volume13en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.type2Artículoen_US
dc.description.notasThis article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulationen_US
dc.utils.revisionen_US
dc.date.coverdateNoviembre 2021en_US
dc.identifier.ulpgcen_US
dc.contributor.buulpgcBU-EGBen_US
dc.description.sjr0,664-
dc.description.jcr3,889
dc.description.sjrqQ1-
dc.description.jcrqQ2
dc.description.scieSCIE
dc.description.ssciSSCI
dc.description.miaricds10,6
dc.description.erihplusERIH PLUS
item.grantfulltextopen-
item.fulltextCon texto completo-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Psicología, Sociología y Trabajo Social-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0002-2400-7843-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.fullNameNúñez Alonso, Juan Luis-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
Colección:Artículos
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