Grit y motivación como predictores de las etapas de cambio hacia el control de peso en una población adulta / Grit and motivation as predictors of stages of change towards weight control in an adult population

Ante el aumento del porcentaje de sobrepeso y obesidad a nivel mundial, el control de peso es una conducta primordial de promoción de salud. La presente investigación integra el modelo de personalidad Grit, la teoría de la autodeterminación y el modelo transteórico del cambio para tratar de comprender la conducta del control de peso: El objetivo del trabajo consistió en evaluar la personalidad Grit y la motivación como antecedentes psicológicos de las etapas de cambio para el control de peso. Participaron 1351 adultos de México entre 18 y 65 años, quienes cumplimentaron un paquete de cuestionarios con las variables de interés. Los resultados mostraron que la personalidad Grit se relacionó positiva y significativamente con las etapas de mantenimiento, acción, preparación y contemplación y de manera negativa y significativa con la etapa de precontemplación, a través de los tipos de motivación (autónoma, controlada y no motivación), sugiriendo que la personalidad Grit y la motivación son atributos importantes a tener en cuenta en el cambio hacia el control de peso. Este estudio provee de herramientas para la comprensión de la adherencia del control de peso a los profesionales implicados en la consulta nutricional y así promover un mejor abordaje interdisciplinar del sobrepeso y la obesidad.(AU)

Given the increasing percentage of overweight and obesity worldwide, weight control is a primary health-promoting behaviour. Inte-grating Grit personality, self-determination theory, and the transtheoretical model of change, this study evaluates Grit personality and motivation as psychological antecedents of the stages of change towards weight control. A total of 1351 Mexican adults between 18 and 65 years of age completed a packet of questionnaires on the variables of interest. The results showed that Grit personality was positively and significantly related to the mainte-nance, action, preparation, and contemplation stages, and negatively and significantly related to the precontemplation stage, through the types of motivation (autonomous, controlled, and amotivation),suggesting that Grit personality and motivation are important attributes to take into ac-count in the change towards weight control. This study provides tools to help professionals involved in nutritional consultation to understand weight control adherence, thus promoting a better interdisciplinary ap-proach to overweight and obesity.(AU)

Understanding the antecedents of healthy and unhealthy weight control behaviours: Grit, motivation and self-control.

OBJECTIVE: To understand the psychological antecedents or personal factors that lead to weight control behaviours that can help to develop more effective prevention strategies. DESIGN: The present correlational study has a non-experimental, quantitative, cross-sectional design. A model was tested considering types of motivation (autonomous motivation, controlled motivation and amotivation) as mediators in the relationship between the Grit personality and healthy and unhealthy weight control behaviours, with self-control as a moderator in the aforementioned indirect effects. SETTING: Monterrey (Nuevo León, México). PARTICIPANTS: A representative sample of 1219 adults (men = 599; women = 620) aged 18-65 years (M = 29·37, sd = 11·83). RESULTS: Findings supported the mediator role of the types of motivation. Specifically, Grit showed a positive indirect effect on healthy weight control behaviours through autonomous motivation. Conversely, Grit showed a negative indirect effect on unhealthy weight control behaviours through autonomous motivation. Furthermore, findings supported the moderator role of self-control in the relationship between amotivation and healthy and unhealthy weight control behaviours. CONCLUSIONS: This study provides evidence for the key role of Grit in the adoption of healthy or unhealthy control behaviours, as well as the role of autonomous motivation in the development of healthy behaviours.

Grit, Self-Efficacy, Motivation and the Readiness to Change Index Toward Exercise in the Adult Population.

This study examined the relationships between grit personality, self-efficacy, motivation (autonomous, controlled, and amotivation), and the readiness to change index toward exercise. Participants were 391 adults aged between 18 and 64 years old (M = 31.16; SD = 12.45) from Hermosillo, Sonora (Mexico) who completed questionnaires (i.e., the Grit Personality Scale, the Exercise Self-Efficacy Questionnaire, the Treatment Self-Regulation Questionnaire and the Stages of Change Questionnaire for Physical Activity) measuring the variables of interest. The reliability of the instruments was tested using Cronbach's alpha, whereas confirmatory factor analyses were performed for each instrument separately. A measurement model and a structural equation model were assessed as well. The results of the structural equations model showed that grit personality was positively associated with self-efficacy, and in turn, with autonomous motivation and with the readiness to change index. On the other hand, self-efficacy was negatively correlated with controlled motivation, and positively correlated with the readiness to change index. Finally, self-efficacy also showed a negative correlation with amotivation, which, in turn, was negatively correlated with the readiness to change index. These results provide information to develop psychological intervention programs based on grit personality and motivation, with the aim of increasing the number of participants who engage in exercise.

The Father in Youth Baseball: A Self-Determination Theory Approach.

This study based on the self-determination theory aims to examine the relationship among the aspirations that fathers have about their children's youth baseball practice, the children's basic psychological needs (satisfaction and frustration), and their intentions to either continue or drop out of baseball practice in a sample of children from Hermosillo, Mexico. A cross-sectional study was carried out involving 533 fathers (M = 44.30, SD = 5.18) and 533 children (M = 13.09, SD = 1.68). The results showed that the intrinsic aspirations of fathers were positively correlated to the satisfaction of the children's psychological needs, whereas the extrinsic aspirations of fathers were positively correlated with the frustration of the children's psychological needs. Satisfaction of basic psychological needs was positively correlated with the intention to continue and negatively correlated with dropout; on the contrary, frustration of basic psychological needs was negatively correlated with the intention to continue and positively with dropout. In conclusion, the fathers' pursuit of intrinsic aspirations for their children in the youth baseball context satisfies the children's basic psychological needs, and in turn, their intention to continue practicing increases. Conversely, when a father pursues extrinsic aspirations for his son in youth baseball, the child will feel his basic psychological needs frustrated, and he will have a greater intention to drop out. Overall, this study extends the existing sport-scientific literature by confirming the impact of parents' aspirations on their children's basic psychological needs and intention to continue being baseball players.

Erratum: Rodríguez-Medellín, R., et al. Mexican Validation of the Engagement and Disaffection in Physical Education Scale. Int. J. Environ. Res. Public Health 2020, 17, 1821.

The authors wish to add the following correction to their paper published in International Journal of Environmental Research and Public Health [...].

Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education.

The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls (Mage = 13.99; SD = 0.30) and 374 boys (Mage = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument's validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student's performance in physical education class.

Adaptability to social distancing due to COVID-19 and its moderating effect on stress by gender / Adaptabilidad al distanciamiento social debido al COVID-19 y su efecto moderador sobre el estrés según el género

Abstract Introduction The COVID-19 pandemic, originated in China, has affected millions of people worldwide, leading to various situations such as psychological disorders and diseases that affect people's physical and mental health, and disrupt their quality of life. Objective To analyze stress levels during social distancing due to COVID-19 by gender and to determine the moderating effect of adaptability to the situation. Method The study is cross-sectional and quantitative, with a descriptive-correlational scope. The sample consisted of 1,173 Mexican subjects (522 males [44.5%] and 651 females [22.5%]) with an average age of 25.99 years (DT = 11.19; range = 12 - 77 years). Adaptability and perceived stress were measured, obtaining reliability from appropriate instruments. Results The results indicated that the greater the number of weeks of social distancing, the higher the perceived level of stress. Also, the better people adapt to social distancing, the less stress occurs. Women were observed to have higher levels of stress compared to men. Discussion and conclusion The findings highlight the importance of adaptability to the stressful situation of the pandemic, because the effect of severe stress on women largely disappears when there is a high level of adaptability to the event.

Resumen Introducción La pandemia del COVID-19, originada en China, ha afectado a millones de personas en todo el mundo y ha provocado diversos problemas como trastornos y enfermedades psicológicas. Todo esto ha afectado la salud física y mental, la calidad de vida de las personas. Objetivo Analizar los niveles de estrés durante el distanciamiento social debido al COVID-19 en función del género y conocer el efecto moderador de la adaptabilidad a la situación. Método El estudio es de tipo transversal, cuantitativo y con alcance descriptivo-correlacional. La muestra estuvo conformada por 1,173 sujetos (522 varones [44.5%] y 651 mujeres [22.5%]) mexicanos con una media de 25.99 años de edad (DT = 11.19; rango = 12 - 77 años). Se midió la adaptabilidad y el estrés percibido, y se obtuvieron fiabilidades adecuadas de los instrumentos utilizados. Resultados Los resultados indicaron que el nivel de estrés percibido es más alto cuanto mayor es la cantidad de semanas en distanciamiento. Asimismo, cuanto mejor se adaptan las personas al distanciamiento social, menos estrés se presenta. Por otra parte, las mujeres fueron las que presentaron niveles más altos de estrés en comparación con los varones. Discusión y conclusión Los hallazgos destacan la importancia que tiene la adaptabilidad a la situación estresante de la pandemia, debido a que el efecto del estrés marcado en gran medida en las mujeres se pierde cuando el nivel de adaptabilidad ante el acontecimiento es alto.

Psychometric Properties of the Interpersonal Styles Questionnaire for Physical Education in a Mexican Sample.

During physical education classes, one of the contextual factors that can influence motivation is the teacher's interpersonal style. The aim of this study was to analyze the psychometric properties, structure, and factorial invariance across gender of the physical education teachers' Interpersonal Styles Questionnaire of Sonora, Mexico. The participants were 500 students (50.8% boys, 49.2% girls) aged between 9 and 13 years old (mean age (Mage) = 10.72; standard deviation (SD) = 0.74) from different elementary schools of Sonora, Mexico. In terms of measuring the teacher's interpersonal styles, the short version of the Learning Climate Questionnaire was used to measure autonomy support, whereas the Teacher Controllingness Scale was used to measure controlling style. The results support the structure and factorial invariance across gender groups of the Mexican version of the Interpersonal Styles Questionnaire for Physical Education (Cuestionario de Estilos Interpersonales en la Educación Física (CEI-EF, by its initials in Spanish)). In conclusion, the CEI-EF is a valid and reliable instrument that can be used to assess the teachers' interpersonal styles and draw comparisons between groups of boys and girls.

Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education.

Basic psychological needs are an energizing state that, if satisfied, will produce an increase in confidence and a healthy motivational orientation that leads to wellness. Frustration of these needs is the opposite concept of satisfaction, which refers to the negative sensation experimented by an individual when he or she perceives that their psychological needs are being actively limited by the actions of the significant other. To date, we have not found instruments validated in Spanish that measure both the satisfaction and the frustration of basic psychological needs in the physical education (PE) context. Therefore, the aims of this study are adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to the PE context in Mexico; and examine its psychometric properties, structure, and factorial invariance by gender in a sample of fifth- and sixth-grade elementary school students. This study included a total of 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo Leon, Mexico. The results support the reliability, validity, structure, and strict invariance of the sixth Mexican version of the BPNSFS in physical education (BPNSFS-PE). The BPNSFS-PE can be used to measure the satisfaction and/or frustration of the basic psychological needs of students in PE class and to perform comparisons between groups of boys and girls.

Mexican Validation of the Engagement and Disaffection in Physical Education Scale.

To date, no instrument adapted and validated that measures engagement and disaffection in the physical education class has been found, which limits the generation of knowledge of this area in Mexico. The aims of this study were to translate and adapt the engagement and disaffection scale to the context of physical education in Mexico and to examine its reliability, structure (two and four factors), and factorial invariance by gender in Mexican fifth- and sixth-grade elementary school students. A total of 1470 students participated (50.6% boys) with ages between 10 and 14 years (mean (M) = 10.56; standard deviation (SD) = 0.77) from federal (89.3%) and state (10.7%) elementary schools. Two factorial structures were tested (with four factors and two factors). The fit indexes of both models were satisfactory, and the factorial saturations were significant. The differences between the fit indexes of both models were irrelevant; therefore, the two-factor model was considered more suitable. The total strict invariance by gender was confirmed, and the reliabilities of the engagement and disaffection scale were acceptable. The Mexican version of the course engagement and disaffection scale in physical education is valid and useful to measure these constructs in the context of physical education in Mexico.

Competitive Recovery-Stress and Mood States in Mexican Youth Athletes.

BACKGROUND: Monitoring recovery-stress balance in sport is becoming more relevant to prevent training maladaptation and reach the optimal performance for each athlete. The use of questionnaires that identify the athlete's recovery-stress state have much acceptance in sports due to reliability and useful, furthermore for its low cost. Identifying possible differences between sport modalities and sex is important to determine specific needs and possible intervention ways to keep a recovery-stress balance. The aim was to analyze the differences in the recovery-stress state and mood states by sex and sport type during the competitive phase in young Mexican athletes. As a secondary objective, the psychometric properties of the Mexican version of the Recovery-Stress Questionnaire for Athletes (RESTQ-Sport) were analyzed. METHODS: A cross-sectional study was carried on with 461 athletes (61% women and 39% men), 17.95 (±1.2) years old, from six sports disciplines. The RESTQ-Sport and Profile of Mood States (POMS) were applied in a single moment. Differences by sex and sports modality were analyzed. RESTQ-Sport's confirmatory factor analysis was performed after the stress and recovery theoretical structure of two stress (general and sport) and two recovery (general and sport) dimensions, and last, the concurrent validation with the POMS was carried on. RESULTS: Significant differences by sex were found in the General Recovery and Sport Stress dimensions of the RESTQ-Sport as well as Vigor factor of the POMS, being higher for men; furthermore, both the Sport Recovery dimension of RESTQ-Sport and Cholera and the Fatigue and Depression factors from POMS also had differences by sport type, showing a less recovery and high stress for individual sport athletes. Goodness-of-fit indexes of the model for the RESTQ-Sport were acceptable. Pearson's correlation between questionnaires was moderate (p < 0.05). CONCLUSION: The recovery-stress state shows differences in the function of sex and sport modality. More special attention is suggested for women and individual sport athletes. The higher punctuation for men compared with women in sport stress dimension did not negatively affect the recovery-stress balance for male athletes. Finally, the Mexican context adaptation of the RESTQ-Sport provides a psychometric instrument suitable to assess the recovery-stress balance in Mexican athletes.

Coaches' Corrective Feedback, Psychological Needs, and Subjective Vitality in Mexican Soccer Players.

In the sport context, an essential aspect of an athlete's development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players (Maged = 16.46, SD = 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables' interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete's perceptions when they are providing corrective feedback and their implications for athlete's technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches.

Influencia de la satisfacción, aburrimiento e importancia de la educación física en la intención de realizar actividad física extraescolar en adolescentes mexicanos / Influence of satisfaction, boredom and importance of physical education with the intention of performing extracurricular exercise amongst Mexican teenagers / Influência da satisfação, do aborrecimento e da importância da educação física na intenção de realizar atividade física extracurricular em adolescentes mexicanos

El objetivo de este estudio fue examinar el efecto de la satisfacción y/o aburrimiento en la clase de EF sobre la importancia que los estudiantes le otorgan a ésta y su relación con la intención de la práctica futura de la AF en el tiempo libre. Participaron 457 estudiantes (46 % chicos y 54% chicas) con edades entre 12 y 17 (M = 14,10; DT = 0,84) de la zona metropolitana de Monterrey. Se utilizaron tres instrumentos:1) Satisfacción Intrínseca en la Educación Física; 2) Importancia y Utilidad de la Educación Física y 3) Intención de Práctica Futura de Actividad Física en el Tiempo Libre (AFTL). El modelo propuesto se probó a través de una modelación de ecuaciones estructurales utilizando el LISREL 8.80. Se encontraron relaciones positivas y significativas de la satisfacción hacia la importancia de la EF (b = ,52, p < ,01), y la importancia de la EF con la intención hacia la práctica futura de la AFTL (b = ,44, p < ,01) y un efecto indirecto significativo de la satisfacción hacia la intención de la práctica futura de la AFTL (b = ,23, p < ,01). Los resultados obtenidos en el presente trabajo demuestran la importancia de diseñar sesiones de EF innovadoras, dinámicas y divertidas ya que, de esta forma, se consigue que los adolescentes valoren y den más importancia a la asignatura de EF, aumentando la probabilidad que desarrollen comportamientos activos en un futuro, o actividades extraescolares que refuercen los beneficios de la actividad física en esta población joven

The aim of this study was to examine the effect of the satisfaction and/or boredom of physical education class has over the importance that students give to the class and its relationships with the intention of the future practice of physical activity. 457 students (46% boys and 54% girls), with ages between 12 and 17 (M = 14,10; DT = 0,84) from metropolitan area of Monterrey participated in the study. Three instruments were used: 1) Intrinsic satisfaction in Physical Education, 2) Importance and utility of physical education and 3) Intention to partake in leisure-time physical activity (LTPA). The proposed model was tested through structural equation modeling using LISREL 8.80. Significant and positive relationships of the satisfaction towards the importance of P.E. (b = ,52, p < ,01), and the importance of PE with the intention towards future practice of the LTPA (b = ,44, p < ,01) and significant indirect effect of satisfaction towards intentional future practices of the LTPA (b = ,23, p < ,01). The results obtained in the present study demonstrates the importance of designing new and improved and dynamic PE sessions so that adolescents give value and importance to the PE class, increasing the probability to develop active habits in the future or extra-curricular activities that will reinforce the benefits of physical activity in this adolescent population

O objetivo desse estudo foi examinar o efeito da satisfação e/ou descontentamento na aula de EF sobre a importância que os estudantes atribuem a esta e sua relação com a intenção da prática futura da AF no tempo livre. Participaram 457 estudantes (46 % garotos e 54% garotas) com idades entre 12 e 17 (M = 14,10; DT = 0,84) da zona metropolitana de Monterrey. Se utilizaram três instrumentos: 1) Satisfação Intrínseca na Educação Física; 2) Importância e Utilidade da Educação Física e 3) Intenção de Prática Futura de Atividade Física no Tempo Livre (AFTL). O modelo proposto se provou através de uma modelação de equações estruturais utilizando o LISREL 8.80. Se encontraram relações positivas e significativas da satisfação em relação a importância da EF (b = ,52, p < ,01), e a importância da EF com a intenção de uma pratica futura da AFTL (b = ,44, p < ,01) e um efeito indireto significativo da satisfação sobre a intenção da prática futura da AFTL (b = ,23, p < ,01). Os resultados obtidos no presente trabalho demonstram a importância de desenhar seções de EF inovadoras, dinâmicas e divertidas já que, dessa forma, se consegue que os adolescentes valorizem e deem mais importância as aulas de EF, aumentando a probabilidade de que desenvolvam comportamentos ativos em um futuro ou atividades extraescolares que reforcem os benefícios da atividade física nessa população jovem

Validation of the Grit Scale and the Treatment Self-Regulation Questionnaire (TSRQ) in the Mexican context / Validación de la escala Grit y del Cuestionario de Autorregulación del Tratamiento (TSRQ) al contexto mexicano

Abstract The lack of valid tools to measure variables related to healthy behaviors in Mexico has led the authors to adapt and validate the Grit Scale and the Treatment Self-Regulation Questionnaire (TSRQ) for diet into Mexican Spanish, and explore the relationship between grit and types of motivation towards healthy eating as evidence of validity. The Grit Scale and the TSRQ in Spanish were put to 353 adults from the state of Nuevo León, Mexico. The Grit Scale was composed of 12 items distributed into two factors (consistency of interest and perseverance of effort), and the TSRQ for diet was composed of 15 items distributed into three factors (autonomous motivation, controlled motivation, and amotivation). Results showed acceptable fit indices for the long and short versions of the Grit Scale, confirming its two-factor structure. In addition, acceptable fit indices were found for the TSRQ for diet, indicating the presence of three latent factors. Significant and positive relationships were found between grit and autonomous motivation, and negative relationships with controlled and amotivation. The analyses carried out indicated that the instruments administrated are valid and reliable tools for use in Mexico.

Resumen La ausencia de instrumentos válidos para medir variables relacionadas con las conductas saludables en México, nos lleva al objetivo de adaptar y validar al idioma español hablado en México la escala Grit y el cuestionario de autorregulación del tratamiento (TSRQ) de la dieta, y explorar la relación entre el Grit y la motivación hacia la alimentación saludable como evidencia de validez. 353 adultos del estado de Nuevo León respondieron a la escala Grit adaptada al español conformada por 12 ítems distribuidos en dos factores (consistencia del interés y perseverancia del esfuerzo) y al TSRQ adaptada al español compuesto por 15 ítems en tres factores (motivación autónoma, motivación controlada y no motivación). Los resultados mostraron índices de ajuste aceptables para la versión larga y corta de la escala Grit confirmando su estructura bifactorial. Además, se encontraron índices de ajuste aceptables para el TSRQ de la dieta indicando la presencia de tres factores latentes. Se observaron relaciones significativas y positivas entre el Grit y la motivación autónoma, y de manera negativa con la motivación controlada y no motivación. Los análisis realizados indican que los instrumentos administrados son herramientas válidas y confiables para ser utilizadas en México.

Teacher Autonomy Support in Physical Education Classes as a Predictor of Motivation and Concentration in Mexican Students.

There is a strong belief that physical education can affect an individual's physical activity, healthy habits, and behaviors through pleasant, positive, and significant exercise experiences, a practical knowledge base, and comprehensive teaching strategies. However, a crucial cognitive aspect for the effective and significant learning of the activities offered in the educational environment is the concentration of students. This study aims to test a hypothetical model based on self-determination theory to assess the degree of support prediction provided by the teacher for student autonomy in the various types of motivation and on student concentration in physical education classes in high schools within the Mexican context and test invariance across gender groups. This study included 859 students between 11 and 16 years from different high schools in the city of San Nicolás de los Garza, Nuevo León (México). The Learning Climate Questionnaire, the Perceived Locus of Causality, and the Concentration scale adapted to physical education and translated into Mexican Spanish were used. Results showed good internal consistency for all instruments. Both the measurement model and the structural equation modeling showed satisfactory adjustment indexes. The results revealed that the autonomy support positively predicted autonomous motivation, controlled motivation to a lesser extent, and amotivation negatively. Furthermore, the students' concentration was highly and positively predicted by autonomous motivation, by controlled motivation to a lesser extent, and by amotivation negatively. The model predicted 39% of variance of autonomous motivation with large effect size (ƒ2 = 0.64), 2% of controlled motivation with small effect size (ƒ2 = 0.02), 8% of amotivation with small effect size (ƒ2 = 0.09), and 49% of concentration with large effect size (ƒ2 = 0.96). Finally, the invariance analysis revealed that the model fit was invariant across gender groups. The results of this study emphasize how important it is for teachers to adopt an interpersonal style of autonomy support to generate a motivational climate that influences the concentration of students. This could contribute to the achievement of the purposes and educational objectives of the physical education class, which, in turn, might be conducive to students adopting healthy lifestyles in adolescence and beyond.

Motivational Regulations Across the Stages of Change for Exercise in the General Population of Monterrey (Mexico).

Few studies have examined exercise adherence in the Mexican population using self-determination theory proposals and the stages of change model. The objectives of this study were:(a) to translate and adapt the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to Mexican Spanish and examine its internal consistency and factorial structure (six dimensions); and (b) to analyse variations in behavioral regulations using the stages of change model. This study included 530 participants between 11 and 76 years old who lived in the metropolitan area of the city of Monterrey, Nuevo Leon, Mexico. The Mexican version of the BREQ-3 presented an acceptable six-factor model that agrees with the theory and has good internal consistency. Results showed that the less self-determined regulations (i.e., external and amotivation) predominated in the first stages of change (i.e., pre-contemplation and contemplation) and decreased in the last stages (i.e., action and maintenance); by contrast, the more self-determined regulations (i.e., intrinsic, integrated, and identified) predominated in the last stages (i.e., action and maintenance) and were lower in the first stages (i.e., pre-contemplation and contemplation). Linking these two theoretical constructs contributes to understanding physical exercise adherence.

Decisional balance, motivation and exercise enjoyment in a Mexican population sample / El Balance decisional y la autodeterminación como predictores del disfrute del ejercicio en una población mexicana

The aim of the present study was to examine the role of decisional balance and different types of motivation in predicting exercise enjoyment in a sample of 419 participants from the metropolitan area of Monterrey (Mexico), aged between 18 and 55 (Mage= 31.02 years; SD = 11.32; 50.1% males). A hierarchical regression analysis was conducted to predict exercise enjoyment. Results indicated that decisional balance predicted 26% of exercise enjoyment variance, adding the different types of motivation a 15% of the variance (total R2 = .41). In conclusion, self-determined motivation makes a significant contribution to the prediction of exercise enjoyment by decisional balance (AU)

El propósito del presente estudio fue examinar el papel predictivo del balance decisional y los diferentes tipos de motivación sobre el disfrute con el ejercicio en una muestra de 419 participantes con edades comprendidas entre los 18 y los 55 años (Medad = 31.02; DT = 11.32; 50.1% varones) que viven en el área metropolitana de Monterrey (México). Se realizó un análisis de regresión jerárquica para predecir el disfrute con el ejercicio. Los resultados indicaron que el balance decisional predijo el 26% de la varianza del disfrute con el ejercicio, añadiendo los tipos de motivación un 15% de dicha varianza (R2 total = .41). Se concluye que la motivación auto-determinada es una variable que contribuye significativamente a la predicción del balance decisional sobre el disfrute con el ejercicio (AU)

Decisional balance, self-efficacy and its association to the exercise enjoyment in Mexican population / El balance decisional, la autoeficacia y su asociación con el disfrute con el ejercicio en población mexicana

Physical activity practice is a classic behaviour of the healthy lifestyle. Nonetheless, it is difficult for general population to have this behaviour among their habits. From the decision-making model, decisional balance has been identified as a relevant process in relation to doing physical activity. On the other hand, self-efficacy has been pointed out as a key point in relation to practice, adherence and enjoyment in physical activity. The aim of this study was to examine decisional balance and self-efficacy as a predictor of exercise enjoyment in a sample of 530 participants (48.2% male) between the ages of 11 and 76 (M = 33.22; SD = 15.27) from Monterrey (Mexico). Hierarchical regression analysis was conducted to predict exercise enjoyment. Results showed that decisional balance and self-efficacy predicted enjoyment, additionally, self-efficacy played a mediational role between decisional balance and enjoyment (AU)

La práctica de actividad física es considerada una conducta clásica de los estilos de vida saludable. A pesar de ello, sigue habiendo dificultades para que la población general adquiera esta conducta entre sus hábitos. Desde el modelo de toma de decisiones, el balance decisional se ha identificado como un proceso relevante para la realización de actividad física. Por otro lado, la autoeficacia ha sido señalada como un aspecto clave para la práctica, adherencia y disfrute de la actividad física. El propósito del presente estudio fue examinar el rol predictor del balance decisional y la autoeficacia en el disfrute del ejercicio en una muestra de 530 personas (48.2% hombres) cuyas edades se encontraban entre los 11 y 76 años (M = 33.22; DT = 15.27) de Monterrey (México). Se realizaron análisis de regresión jerárquica para predecir el disfrute con el ejercicio. Los resultados indican que el balance decisional y la autoeficacia predicen el disfrute con el ejercicio, con un papel mediador de la autoeficacia entre el balance decisional y el disfrute (AU)

Escala Mexicana de Satisfacción de las Necesidades Psicológicas Básicas en Educación Física / Escala mexicana de satisfação das necessidades psicológicas básicas em educação física / Mexican version of the basic psychological needs satisfaction in physical education scale

El objetivo del presente trabajo consistió en traducir al español hablado en México y examinar las propiedades psicométricas de la versión mexicana de la Escala de Satisfacción de las Necesidades Psicológicas Básicas en la Educación Física (ESNPB-EF) en estudiantes de secundaria. En el estudio 1 se realizó la traducción y adaptación de la escala, se examinó su estructura factorial, así como su fiabilidad en una muestra de 293 estudiantes (M edad = 13.68 años; DT = 1.01); y en el segundo estudio se evaluó la fiabilidad de la escala, se examinó su estructura factorial, y se analizó la invarianza del instrumento a través del género en una muestra de 734 estudiantes (M edad = 13.7 años; DT = 1.09). Los resultados revelaron que el modelo de tres factores era aceptable (competencia, autonomía y relaciones). Los análisis apoyaron la replicabilidad de la estructura factorial a través del género, así como la consistencia interna de la escala (α > .77). En suma, la versión mexicana de la ESNPB-EF representa una adaptación válida y fiable para medir la satisfacción de las necesidades psicológicas básicas de los estudiantes de educación física en México (AU)

The aim of this study was to translate into Spanish spoken in Mexico and examine the psychometric properties of the Mexican version of the basic psychological needs satisfaction in physical education scale (ESNPB-EF) in Mexican high school students. In the Study 1, translation and adaptation of the scale were done, factorial structure and reliability were tested in a sample of 293 students (M age = 13.68 years, SD = 1.01); and in the second study the factorial structure and the invariance across gender were examined in a sample of 734 students (M age = 13.7 years, SD = 1.09). The results revealed that a three factors structure (competence, autonomy and relatedness) was acceptable. Results supported the invariance of the ESNPBEF across gender and provided support for the internal consistency of the scale (α > .77). Overall, the Mexican version of the ESNPB-EF represents a valid and reliable adaptation of the instrument, which can be confidently used to measure satisfaction of the basic psychological needs in physical education students (AU)

O objetivo deste estudo foi traduzir para o espanhol falado no México e examinar as propriedades psicométricas da versão mexicana da Escala de Satisfação das Necessidades Psicológicas Básicas em Educação Física (ESNPB-EF) em estudantes do ensino médio. No Estudo 1, a tradução e a adaptação da escala foi realizada, foi examinada a estrutura fatorial e a fiabilidade de uma amostra de 293 estudantes (M idade = 13,68 anos, DP = 1,01); e no segundo estudo, a fiabilidade da escala foi avaliada, a estrutura fatorial foi examinada, e a invariância do instrumento foi analisada através de gênero em uma amostra de 734 estudantes (M idade = 13,7 anos, DP = 1,09). Os resultados revelaram que o modelo de três fatores foi aceitável (competência, autonomia e relações). As análises suportaram a replicabilidade da estrutura fatorial atraves do gênero, mesmo assim como a consistência interna da escala (α > 0,77). Em suma, a versão mexicana do ESNPB-EF representa uma adaptação válida e confiável para medir a satisfação das necessidades psicológicas básicas de estudantes de educação física no México (AU)

Validación de la versión mexicana del Cuestionario de Auto-eficacia para el Ejercicio / Validação da versão mexicana do questionário de auto-eficácia para o exercício / Validation of the Mexican version of the self-efficacy for exercise questionnaire

La autoeficacia se refiere a la confianza en la capacidad de uno mismo para llevar a cabo comportamientos específicos en situaciones específicas, por ejemplo, realizar ejercicio. Los objetivos del presente estudio fueron traducir y adaptar al español hablado en México el Cuestionario de Auto-Eficacia para el Ejercicio (SEEQ, por sus siglas en inglés), examinar su estructura factorial y analizar su consistencia interna y validez nomológica. La muestra estuvo compuesta por 530 participantes (48.2% varones y 51.8% mujeres; M edad = 33.22 años; DT =15.27; rango = 11-76), que viven en el área metropolitana de la ciudad de Monterrey, Nuevo León (México). Los resultados del análisis factorial exploratorio como los del confirmatorio brindan apoyo a la validez factorial de la versión mexicana del SEEQ. Los resultados mostraron coeficientes de consistencia interna satisfactorios. La variación de la autoeficacia a través de las etapas de cambio se presentó conforme a los postulados establecidos en el modelo transteórico brindando apoyo a la validez nomológica de la versión mexicana del SEEQ (AU)

Self-efficacy refers to confidence in one’s ability to perform specific behaviors in specific situations such as exercising. The aims of the present study were: to translate a Self-Efficacy for Exercise Questionnaire (SEEQ); to adapt it to the Mexican context; to examine its factorial structure; and to assess its internal consistency and nomological validity. The sample was composed by 530 participants from the urban area of Monterrey, Nuevo Leon, Mexico (48.2% males and 51.8% females; M age= 33.22; SD = 15.27; range = 11-76). Results from both exploratory and confirmatory factorial analyses confirmed the structural validity of the Mexican version of SEEQ, as satisfactory values were obtained for the coefficients of internal consistency. The variance of self-efficacy through the stages of change was in line with the transtheoretical model, thus supporting the nomological validity of the Mexican version of the SEEQ (AU)

A auto-eficácia refere-se à confiança na capacidade de si mesmo para executar comportamentos específicos em situações específicas, tais como o exercício. Os objetivos deste estudo foram traducir e adaptar para o espanhol falado no México, o Questionário de auto-eficácia para Exercício (SEEQ, por sua sigla em Inglês), examinar sua estrutura fatorial e analisar a sua consistência interna e validade nomológica. A amostra foi composta por 530 participantes (48,2% homens e 51,8% mulheres; M idade = 33,22 anos; DP = 15,27, intervalo = 11-76), que vivem na área metropolitana de Monterrey, Nuevo Leon (México). Os resultados da análise fatorial exploratória e confirmatória fornecem suporte para a validade fatorial da versão mexicana de SEEQ. Os resultados mostraram coeficientes de consistência interna satisfatórios. A variação da auto-eficácia através das fases de alteração apresentose de acordo com os princípios estabelecidos no modelo transteórico, fornecendo apoio para à validade nomológica da versão mexicana de SEEQ (AU)