Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 (M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.

Examining the dark side of motivation on life satisfaction in college students: does grit matter? / Explorando el lado oscuro de la motivación sobre la satisfacción con la vida en estudiantes universitarios: ¿importa la constancia?

Despite the fact that teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female = 135; male = 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for gritpassion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes

A pesar de que los docentes pueden ejercer un efecto importante sobre la regulación del comportamiento de los estudiantes, la literatura científica existente ha explorado poco la influencia simultanea de los rasgos personales y los factores sociales para promover el bienestar de los estudiantes. Este estudio examino el papel mediador de la desmotivación y las relaciones con el comportamiento controlador percibido del docente y la constancia del estudiante para mejorar la satisfacción con la vida. Participaron 474 estudiantes universitarios (339 hombres y 135 mujeres), que rellenaron los cuestionarios sobre las variables incluidas en el estudio. Los resultados del análisis del modelo de ecuaciones estructurales mostraron un ajuste adecuado, mostrando el papel mediador de la desmotivación en la relación entre la dimensión perseverancia de la constancia y la satisfacción

Design and Validation of the Scale to Measure Aquatic Competence in Children (SMACC).

(1) Background: The aim of this study was to design and analyze the validity of the SMACC (Scale to Measure Aquatic Competence in Children) to evaluate aquatic competence in three- to six-year-old children. In addition, the relation between real competence obtained with the SMACC and perceived aquatic competence was verified as well as its differences according to sex and age. (2) Methods: Content validation was performed through the consensus of nine experts using the Delphi technique, and comprehension validity was determined through a pilot study on a sample of 122 children. An exploratory and confirmatory factor analysis was performed with two independent samples of 384 and 444 school children between three and six years old, respectively. (3) Results: After the pertinent adjustments, the final questionnaire comprised 17 items, which showed a good fit for both comprehension and content validity. The results of the exploratory and confirmatory analyses support the use of three dimensions in aquatic competence: motor, socio-affective, and cognitive. The correlations support construct validity showing a positive relation with perceived aquatic competence. (4) Conclusions: These promising validity data are discussed from a global and integrative perspective in relation to the improvement of children's development in the aquatic environment during the early stages of their lives.

Teachers' interpersonal styles and fear of failure from the perspective of physical education students.

A growing body of research-based knowledge has been generated for the purpose of better understanding the reciprocal and dynamic relationship between teachers' instructional characteristics and students' psychosocial and learning outcomes. This study specifically examined the relationship between teachers' interpersonal styles and fear of failure outcomes in physical education students. Five hundred sixty-two middle school and high school students in Physical Education classes (PE) participated in the study. Students completed questionnaires that assessed instructors' autonomy-supportive and controlling teaching styles and students' own fear of failure. A person-centered analysis was used to test the hypotheses. The results revealed that higher teacher autonomy support was associated with lower student fear of failure. To the contrary, a controlling teaching style was associated with fear of failure in these students. Two profiles emerged in which moderate fear of failure was associated with a stronger perception of a controlling teacher style and lower levels of fear of failure were associated with greater perceived instructor support for autonomy.

Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries.

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

Effect of autonomy support and dialogic learning on school children's physical activity and sport.

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.

Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students.

BACKGROUND: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. METHODS: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. RESULTS: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. CONCLUSIONS: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.

Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico / Predictive ability to support autonomy in classes of physical education on physical exercise

Resumen El objetivo de este estudio consistió en comprobar la capacidad de predicción del apoyo a la autonomía del docente en educación física, las necesidades psicológicas básicas y la motivación autodeterminada sobre la diversión, la importancia e intención hacia la educación física y la actividad física habitual. Se empleó una muestra de 718 estudiantes (346 chicos y 372 chicas) con edades comprendidas entre los 13 y los 19 años (M = 15,76, DT = 1,20). Se midió el apoyo a la autonomía, las necesidades psicológicas básicas, la motivación, la diversión, la importancia de la educación física, la intencionalidad para ser físicamente activo y la actividad física habitual. Se realizaron análisis estadísticos descriptivos y las correlaciones bivariadas de todas las variables objeto de estudio, análisis factoriales confirmatorios de los instrumentos y un análisis mediante el modelo de regresión estructural. Los resultados revelaron relaciones positivas y significativas entre todas las variables. Así, el apoyo a la autonomía predijo positivamente la satisfacción de las necesidades psicológicas básicas, y esta, a su vez, predijo la motivación autodeterminada, que predijo la diversión. La diversión predijo la importancia concedida a la educación física, y esta la intención de ser físicamente activo, que finalmente predijo la tasa de actividad física habitual. Los resultados contribuyen a optimizar el compromiso de los jóvenes hacia la actividad física, tanto dentro como fuera del aula.

Abstract The objective of this study was to check the prediction capacity of teacher's autonomy support in physical education, basic psychological needs and motivation self-determined about fun, importance and intention towards physical education and the usual physical activity. Participated a sample of 718 students (346 boys and 372 girls) with ages between 13 and 19 years (M = 15.76, SD = 1.20). Autonomy support perceived, basic psychological needs, motivation, fun, the importance of Physical education, intentionality to be physically active and habitual physical activity was measured. A descriptive statistical analyzes and bivariate correlations of all the variables object of study, confirmatory factor analyzes of the instruments and an analysis through the structural regression model was performed. The results revealed a positive and significant relationship between all the variables. Thus, the autonomy support positively predicted the satisfaction of the basic psychological needs, and this, in turn, predicted self-determined motivation, which predicted fun the fun, that predicted the importance given to physical education, and it the intention to be physically active, which finally predicted the usual physical activity rate. The results help to optimize the commitment of young people to physical activity, both inside and outside the classroom.

Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior.

(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk's Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The "Self-Determined" profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The "Less Self-Determined" profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

Coaches' Motivational Style and Athletes' Fear of Failure.

Background: The purpose of this study was to examine the relationship between coaches' interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches' controlling style and athletes' fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.

Protocolo de estudio cuasi-experimental para promover un estilo interpersonal de apoyo a la autonomía en docentes de educación física / Protocol quasi-experimental study to promote interpersonal style autonomy support in physical education teachers / Protocolo de estudo quase-experimental para promover um estilo interpessoal de apoio à autonomia em professores de educação física

Según la Teoría de la Autodeterminación (Deci y Ryan, 1985, 2002), el estilo interpersonal que utilice el educador puede tener un fuerte impacto en la motivación de los estudiantes. Los objetivos de este artículo fueron: (I) explicar la justificación y desarrollo de un programa de formación basado en esta teoría para promover el apoyo a la autonomía; (II) describir el protocolo de estudio y los procedimientos de evaluación del programa de formación; y (III) probar la integridad del protocolo de estudio para una futura intervención. De un total de 40 docentes de educación física, se asignarán 20 a un grupo de intervención o a un grupo control (n = 20). Durante un período de 8 semanas, los docentes del grupo de intervención completarán un programa de formación en apoyo a la autonomía a través de varias fases. Se evaluarán indicadores que caracterizan el estilo interpersonal de apoyo a la autonomía de forma cualitativa y cuantitativa, tanto al docente como al estudiante. La recogida de los datos de la línea base cuantitativa se llevará a cabo un mes antes del inicio de la intervención y un mes después de la finalización del período de intervención. Los datos cuantitativos se analizarán mediante análisis multinivel. Para explorar las percepciones del programa de formación, también se llevará a cabo un seguimiento a través de entrevistas semiestructuradas con docentes y miembros de la clase, de cuatro a seis semanas después del final de la intervención. Este estudio cuenta con la aprobación del Comité de Ética de las instituciones participantes. Los hallazgos del estudio se difundirán a través de revistas de impacto científico y presentaciones en conferencias sobre la temática de estudio de carácter internacional

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Adaptación y validación al contexto de la actividad físicodeportiva española del Mindfulness Inventory for Sport en adultos practicantes / Adaptation and validation to the context of the Spanish physical-sport activity of the Mindfulness Inventory for Sport in adult practitioners

El objetivo de este estudio fue adaptar y validar al contexto español la Mindfulness Inventory for Sport (MIS) en adultos, ya que, aunque constituye la primera escala de medida del mindfulness orientado al deporte, no se disponen evidencias que examinen su validez de la versión española. Para ello se utilizó una muestra de 337 practicantes de ejercicio físico con una media de edad de 41 años a los que se les midió el mindfulness y el nivel de ejercicio físico en el tiempo libre. Se llevaron a cabo análisis descriptivos, de consistencia interna, de correlación y un análisis factorial confirmatorio. Tras el análisis factorial confirmatorio la escala (χ2 (33, 337) = 175’56, p = 0’000, χ2/gl = 2’01, CFI = 0’90, IFI= 0’90, RMSEA = 0’07) presentó valores adecuados, además de ser invariante por sexo. Estos resultados apoyan las tres dimensiones de la escala sobre conciencia, ausencia de prejuicios y reorientación. La consistencia interna obtenida de las respectivas dimensiones estuvo por encima de 0’70. La conciencia correlacionó de forma negativa con la ausencia de prejuicios y de forma positiva con reorientación y el ejercicio físico en el tiempo libre, además, ésta última correlacionó de forma positiva con la reorientación. Este estudio ha permitido proporcionar una escala válida y fiable con evidencia inicial para evaluar el mindfulness en practicantes españoles de actividad física y deportiva

The objective of this study was to adapt and validate the Mindfulness Inventory for Sport (MIS) in adults in Spain, since it is the first measurement scale of mindfulness oriented to sport but there is no evidence to examine its validity in the Spanish version. For this, a sample of 337 physical exercise practitioners with an average age of 41 years was used, who were measured the mindfulness and the level of physical exercise in free time. Various descriptive, internal consistency, correlation and confirmatory factor analyzes were carried out. After confirmatory factor analysis, the scale (χ2 (33, 337) = 175.56, p = .000, χ2/gl = 2.01, CFI = .90, IFI = .90, RMSEA = .07) presented adequate values in addition to be invariant by sex These results support the three dimensions of the scale on consciousness, absence of prejudice and reorientation. The internal consistency obtained from the respective dimensions was above .70. Consciousness correlated negatively with the absence of prejudices and positively with reorientation and physical exercise in free time, in addition, the latter correlated positively with reorientation. This study has made it possible to provide a valid and reliable scale with initial evidence to evaluate mindfulness in Spanish practitioners of physical and sports activity

Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students.

The purpose of this study was to examine the effects of controlling teacher behavior on high school physical education students' global intrinsic motivation, perceptions of the importance of the subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The sample in this study was comprised of 416 Spanish high school students. Support for the study's expectations was provided through structural regression analysis. The analysis revealed that a controlling teaching style was negatively associated with the global intrinsic motivation of the students. In turn, global intrinsic motivation predicted the perceived importance of the subject matter, which explained physical activity intentions. Physical activity intentions were positively associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge obtained in this study can be of benefit to teachers and can be beneficial to the design of more adaptive learning environments for students.

Relación de los estilos de liderazgo, cohesión grupal, potencia de equipo y rendimiento en jugadores de fútbol no profesionales / Relationship of Leadership Styles, Group Cohesion, Power Equipment and Performance in Non-Professional Soccer Players

Resumen El objetivo del presente trabajo fue analizar las relaciones entre tipos de liderazgo (tarea y social), cohesión, potencia de equipo y rendimiento en 334 futbolistas federados de las categorías Alevín, Cadete, Juvenil y Absoluta, con una edad media de 15.97 (DE = 3.31). Los cuestionarios utilizados fueron de Liderazgo auténtico (ALQ), tarea (LSS), Cohesión grupal (CG), Potencia de equipo (CPEA) y rendimiento, que mostraron índices de ajuste óptimos (χ2/DF = 1.313 p = 0; CFI = 0.997; TLI = 0.994; RMSEA = 0.032; SRMS = 0.0343). Los resultados indican que el estilo de liderazgo, especialmente liderazgo tarea (p = 0.37) influye indirectamente en el rendimiento a través de la CG (p = 0.17) y CPE (p = 0.21). Como conclusión, se propone la mejora del rendimiento grupal a partir de la optimización de modelos de conducta individuales.

Abstract The objective was to analyze the relationships between types of leadership (task and social), cohesion, team potency and performance in 334 federated players of the categories Alevín, Cadet, Juvenile and Absolute, with a mean age of 15.97 (SD = 3.31). The questionnaires used were Authentic Leadership (ALQ), Task (LSS), Group Cohesion (CG), Team Power (CPEA), and Performance that showed optimal adjustment indexes (χ2 / DF = 1.313 p = 0; CFI = 0.997; TLI = 0.994; RMSEA = 0.032; SRMS = 0.0343). The results indicate that leadership style, especially leadership task (p = 0.37) indirectly influences performance through CG (p = 0.17) and CPE (p = 0.21). In conclusion, it is proposed to improve group performance by optimizing individual behavior models.

Apoyo a la autonomía entre estudiantes, estrés percibido y miedo a la evaluación negativa: relaciones con la satisfacción con la vida / Autonomy support among students, perceived stress and fear of negative evaluation: Relationships with satisfaction with life

El objetivo de este trabajo fue diseñar y validar la "Escala de apoyo a la autonomía del estudiante" y determinar el poder de predicción de las variables apoyo a la autonomía del estudiante, miedo a la evaluación negativa y estrés percibido sobre la satisfacción con la vida. La muestra estuvo compuesta por 332 estudiantes universitarios de segundo curso de varios grados de Ciencias de la Salud. La "Escala de apoyo a la autonomía del estudiante" presentó unas adecuadas propiedades psicométricas a través del análisis factorial confirmatorio y de consistencia interna. Por su parte, el análisis de regresión lineal señaló que el estilo de apoyo a la autonomía predecía positivamente la satisfacción con la vida de los estudiantes de educación superior mientras que el miedo a la evaluación negativa y el estrés percibido lo hacían de forma negativa. Los resultados de este trabajo apuntan a la recomendación de diagnosticar el apoyo a la autonomía entre estudiantes con el objetivo de disminuir la sintomatología negativa detectada entre este colectivo

The aim of this work was to design and validate the Scale of Support for Student Autonomy, and determine the predictive power of the variables support student autonomy, fear of negative evaluation and perceived stress on satisfaction with life. The sample consisted of 332 college students (male and female) in second year of several Degrees of Health Sciences. The Support for student autonomy scale presented adequate psychometric properties through a CFA and internal consistency. The linear regression analysis indicated that the style support for autonomy predicted positively life satisfaction of students in higher education while fear of negative evaluation and perceived stress did so negatively. The results of this work point to the recommendation of diagnosing autonomy support among students with the aim of reducing the negative symptoms detected among this group

El disfrute como mediador de la salud en el ejercicio físico / Enjoyment as a mediator of health in physical exercise

El estudio comprobó un modelo predictivo del apoyo social de autonomía del practicante sobre la relación con los demás, a su vez sobre la motivación intrínseca; está sobre el disfrute, y por último, se comprobó la predicción del disfrute sobre el motivo fitness/salud. Se utilizó una muestra de 682 practicantes de actividades físicas no competitivas con una edad media de 35.50 ± 11.70 años. Los resultados del modelo de ecuaciones estructurales mostraron una predicción positiva del apoyo a la autonomía del practicante hacia la relación con los demás, esta predijo la motivación intrínseca, que a su vez predijo el disfrute y finalmente el motivo de fitness/salud. Se discuten los resultados en pro de valorar la importancia de fomentar el disfrute en los practicantes para incrementar la práctica física saludable.

This study tested a predictive model of perception of supportive autonomy coaching on the relatedness mediator, this mediator on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness / health motive. A sample of 682 practitioners of non-competitive physical activities with a mean age of 35.50 ± 11.70 years, participated in the study. The results of structural equation model showed a positive prediction of supportive autonomy coaching on the relatedness mediator, relatedness on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness/health motive with 51% of variance. These results do appreciate the importance of promoting the enjoyment on practitioners to enhance the healthy physical practice.

Aparición y desarrollo de la atención conjunta en la infancia / Emergence and development of Joint Attention in infancy

La Atención Conjunta constituye la primera condición sobre la que se construye la comunicación. De ahí el enorme interés que despierta su estudio, dada su influencia sobre el desarrollo cognitivo, social, emocional, y lingüístico humano. Este artículo presenta una revisión de la investigación sobre la aparición y el desarrollo de la Atención Conjunta en la infancia, poniendo de relieve los principales elementos de debate sobre dicha temática. Comenzamos examinando el concepto de intencionalidad en la definición de la Atención Conjunta, para describir a continuación la secuencia de desarrollo de dicha capacidad. Finalizamos el trabajo ofreciendo algunos datos que relacionan la Atención Conjunta con el desarrollo del lenguaje, y sugiriendo direcciones en las que se puede orientar la investigación en este campo (AU)

Joint Attention is the first step to build communication. Hence, its study is of great interest due to its influence on cognitive, social, emotional, and language development. This article presents a review of the research on the emergence and development of Joint Attention in infancy, highlighting the major points of discussion on this topic. We begin by examining the concept of intentionality in the definition of Joint Attention, followed by a description of the sequence of development of this capacity. We finish relating joint attention to language development and suggesting directions that can guide ulterior research in the field (AU)

The importance of supporting adolescents’ autonomy in promoting physical-sport exercise

This study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice (AU)

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Indicios de cambio en los motivos de práctica físico-deportiva según el sexo y la edad / Indications of change in the motives of physical - sports practice according to the sex and the age

El objetivo del estudio fue comprobar la relación exitente entre la motivación integrada y los motivos de práctica en practicantes de ejercicio físico según el sexo y la edad. Participaron 422 practicantes en programas de musculación, clases dirigidas y natación. Se midieron la motivación integrada y los motivos de práctica. Tras los análisis diferenciales, respecto al sexo, los chicos puntuaron más alto en motivación integrada, afiliación social y reconocimiento social. En cuanto a la edad´los participantes con menos edad valoraron más el motivo de imagen, reconocimiento social y desarrollo de habilidades, mientras que el motivo de salud fue más valorado por los participantes de edades entre 26 y 36 años. Por tanto este trabajo reitera la importancia de incrementar la motivación integrada en el practicante para conseguir un mayor compromiso con la práctica, teniendo en cuenta los motivos de práctica de acuerdo con las carazterísticas de los practicantes(AU)

The aim of the study was to verify the relation exitente between the integrated motivation and the motives of practice in medical instructors of physical exercise according to the sex and the age. 422 medical instructors took part in programs of musculación, directed classes and swimming. There measured up the integrated motivation and the motives of practice. After the differential analyses, with regard to the sex, the boys counted higher in integrated motivation, social affiliation and social recognition. As for the edad'los participants with fewer age valued more the motive of image, social recognition and development of skills, whereas the motive of health was more valued by the participants of ages between 26 and 36 years. Therefore this work repeats the importance of increasing the motivation integrated to the medical instructor to obtain a major commitment with the practice, having in it counts the motives of practice of agreement with the carazterísticas of the medical instructors (AU)