Physical Activity and Nighttime Sleep in Adolescents.

BACKGROUND: Previous studies show contradictory results regarding the bidirectional association between physical activity and nighttime sleep. The objective of the present study was to add knowledge to these possible relationships using autoregressive models. METHOD: 214 adolescents (117 boys and 97 girls), with a mean age of 13.31 years agreed to participate. The study variables were measured with accelerometers for 7 full days over three consecutive years. The mlVAR package was used to compute estimates from multivariate vector autoregression models. RESULTS: The 5-delay models showed a better fit. Autoregressive effects were observed in sleep onset, sleep offset and sedentary behavior, which could explain the relationships found in previous studies between physical activity and sleep. Sleep onset, total sleep time, and sleep efficiency had direct effects on sedentary behavior. Moderate-to-vigorous physical activity was not related to any of the sleep variables. CONCLUSIONS: The hypothesis that there are bidirectional/reciprocal relationships between physical activity and sleep cannot be accepted.

The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport.

BACKGROUND: Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning → ΔRelatedness → ΔIntrinsic motivation → ΔIntention to do sport. METHOD: The sample comprised 372 students divided into two groups, experimental and control. During a 6 month period the experimental group was taught co-operative learning strategies by a suitably trained teacher. RESULTS: Positive changes were seen in the experimental group in all of the variables examined, while the control group remained unchanged. The results of the TIC suggest accepting the motivational sequence describe. CONCLUSIONS: Co-operative learning may by an appropriate method to improve self-determined motivation according to the model described.

A multi-theoretical approach of the students' motivational profiles in physical education: achievement and social goals.

BACKGROUND: The objective was to analyze the joint profiles of social goals (responsibility, relation and friendship) and 2 x 2 achievement goals, and the pattern of their relationship with the motivation types of the self-determination continuum in Physical Education settings. METHOD: The sample consisted of 516 Secondary Education students (267 men, 249 women) aged between 12 and 17 years old ( M = 14.48, SD = 1.59). Cluster analysis and a MANOVA 2 (gender) x 4 (goal profiles) were performed. RESULTS: Cluster analysis showed four motivational profiles: "high social and mastery-approach goals", "intermediate social goals", "high social and achievement goals", and "low social and intermediate achievement goals". The "high social and mastery-approach goals" cluster was shown to be the most self-determined, followed by the "high social and achievement goals" cluster. CONCLUSION: This research emphasizes the value of social goals and helps to understand the motivational profiles of physical education students from a more holistic framework. It suggests that responsibility, friendship, and relation goals should be prioritized along with mastery-approach goals (but not performance goals) in order to increase students' self-determined motivation in Physical Education.

A cluster analysis on student's perceived motivational climate. Implications on psycho-social variables

The aim of this study was to examine how students' perceptions of the class climate influence their basic psychological needs, motivational regulations, social goals and outcomes such as boredom, enjoyment, effort, and pressure/tension. 507 (267 males, 240 females) secondary education students agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus of Causality (PLOC), Social Goal Scale- Physical Education (SGS-PE), and several subscales of the IMI. A hierarchical cluster analysis uncovered four independent class climate profiles that were confirmed by a K-Means cluster analysis: «high ego», «low ego-task», «high ego-medium task», and «high task». Several MANOVAs were performed using these clusters as independent variables and the different outcomes as dependent variables (p < .01). Results linked high mastery class climates to positive consequences such as higher students' autonomy, competence, relatedness, intrinsic motivation, effort, enjoyment, responsibility and relationship, as well as low levels of a motivation, boredom and pressure/tension. Students' perceptions of a performance class climate made the positive scores decrease significantly. Cluster 3 revealed that a mastery oriented class structure undermines the negative behavioral and psychological effects of a performance class climate. This finding supports the buffering hypothesis of the achievement goal theory (AU)

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A cluster analysis on students' perceived motivational climate. Implications on psycho-social variables.

The aim of this study was to examine how students' perceptions of the class climate influence their basic psychological needs, motivational regulations, social goals and outcomes such as boredom, enjoyment, effort, and pressure/tension. 507 (267 males, 240 females) secondary education students agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus of Causality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and several subscales of the IMI. A hierarchical cluster analysis uncovered four independent class climate profiles that were confirmed by a K-Means cluster analysis: "high ego", "low ego-task", "high ego-medium task", and "high task". Several MANOVAs were performed using these clusters as independent variables and the different outcomes as dependent variables (p < .01). Results linked high mastery class climates to positive consequences such as higher students' autonomy, competence, relatedness, intrinsic motivation, effort, enjoyment, responsibility and relationship, as well as low levels of amotivation, boredom and pressure/tension. Students' perceptions of a performance class climate made the positive scores decrease significantly. Cluster 3 revealed that a mastery oriented class structure undermines the negative behavioral and psychological effects of a performance class climate. This finding supports the buffering hypothesis of the achievement goal theory.

Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales / La afabilidad y extroversión de los seguidores y su lealtad hacia el liderazgo auténtico

BACKGROUND: Despite the fact that there are a few instruments designed to measure dispositional and contextual variables in educational contexts, the goal of this study is to elaborate and validate two questionnaires to measure learning interest, effort and progression as dispositional (IEPA) and contextual (AYEs) variables in secondary education students. METHOD: An initial version of both scales was developed. They were reviewed by a panel of experts and tested on two pilot studies. The final versions were administered to the described sample and their psychometric properties were tested. Factor analyses (exploratory and confirmatory) were conducted on three sets of data: Mathematics (n = 290), Spanish Language and Literature (n = 283), and Physical Education (n = 289). RESULTS: Both final scales had three dimensions with four items in each dimension. All standardized loads and critical values of t were overwhelmingly positive, while alpha coefficients ranged from .85 to .91. Both scales showed adequate construct validity, convergent validity, discriminant validity and concurrent validity. CONCLUSIONS: Results showed that these new scales have adequate psychometric properties, allowing a valid and reliable assessment

ANTECEDENTES: si bien existen en la literatura instrumentos diseñados para evaluar variables disposicionales y contextuales en ámbitos educativos, la finalidad de este estudio es elaborar y validar dos cuestionarios que permitan medir el interés, el esfuerzo y la progresión en el aprendizaje en el alumnado de Educación Secundaria como variables disposicionales (IEPA) y contextuales (AYES). MÉTODO: tras elaborar una primera versión, que fue sometida sucesivamente a un juicio de expertos y a dos estudios piloto previos, se comprobaron las medidas psicométricas de la versión definitiva. Se realizaron análisis factoriales (exploratorios y confirmatorios) en tres conjuntos de datos: Matemáticas (n = 290), Lengua Castellana y Literatura (n = 283) y Educación Física (n = 289). RESULTADOS: las escalas definitivas están compuestas por tres dimensiones de cuatro ítems cada una. Todas las cargas estandarizadas y los valores críticos de t superaron ampliamente los niveles mínimos recomendados, el coeficiente alfa osciló entre ,85 y ,91. Ambos cuestionarios mostraron una adecuada validez de constructo, validez convergente, validez discriminante y validez concurrente. CONCLUSIONES: estos resultados indican que las nuevas escalas poseen adecuadas propiedades psicométricas, lo que permite una evaluación válida y fiable

Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales.

BACKGROUND: Despite the fact that there are a few instruments designed to measure dispositional and contextual variables in educational contexts, the goal of this study is to elaborate and validate two questionnaires to measure learning interest, effort and progression as dispositional (IEPA) and contextual (AYEs) variables in secondary education students. METHOD: An initial version of both scales was developed. They were reviewed by a panel of experts and tested on two pilot studies. The final versions were administered to the described sample and their psychometric properties were tested. Factor analyses (exploratory and confirmatory) were conducted on three sets of data: Mathematics (n = 290), Spanish Language and Literature (n = 283), and Physical Education (n = 289). RESULTS: Both final scales had three dimensions with four items in each dimension. All standardized loads and critical values of t were overwhelmingly positive, while alpha coefficients ranged from .85 to .91. Both scales showed adequate construct validity, convergent validity, discriminant validity and concurrent validity. CONCLUSIONS: Results showed that these new scales have adequate psychometric properties, allowing a valid and reliable assessment.

2×2 dominant achievement goal profiles in high-level swimmers.

The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.32 years; females, n=10, 16.30±2.01 years, range = 14-18) agreed to participate. They completed a questionnaire that included the Dominant Achievement Goal assessment instrument, the 2×2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological Needs in Exercise questionnaire (BPNES). Results indicated that participants overwhelmingly showed mastery-approach achievement goal dominance, and it remained stable at the conclusion of the different training sessions under all intensity levels. This profile was positively correlated to self-determined situational motivation and competence. However, swimmers' feelings of competence increased only after the medium intensity level training session. After the completion of the maximal intensity training session, swimmers' self-determined motivation was significantly lower compared to the other two training sessions, which could be caused by a temporary period of burnout. Results indicated that high-level swimmers had a distinct mastery-approach dominant achievement goal profile that was not affected by the workload of the different training sessions. They also showed high levels of self-determined situational motivation and competence. However, heavy workloads should be controlled because they can cause transitory burnout.

Achievement goals, social goals, and motivational regulations in physical education settings / Metas de logro, metas sociales y regulaciones motivacionales en el contexto de la educación física

This study examined the relationship between achievement and social goals, and explored how both goals affect students’ level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals’ levels of self-determination. Achievement and social goals were found to be separate predictors of students’ levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students’ motivation and achievement in Physical Education settings (AU)

Este estudio examinó la relación entre las metas de logro y las metas sociales, y exploró cómo las metas de logro y las metas sociales de los estudiantes pueden afectar a los niveles de autodeterminación informados en el contexto de la educación física. Los participantes eran 395 estudiantes de dos institutos del norte de España. Se utilizaron tres escalas para evaluar las metas de logro, las metas sociales y la motivación. Los análisis de regresión jerárquica revelaron que las metas de aproximación a la maestría representaban el contribuidor más grande de los niveles de autodeterminación. Este estudio proporcionó también evidencias de que las metas de logro 2x2 y las metas sociales son predictores diferenciados de los niveles de autodeterminación, y demuestra la importancia de dividir las metas de maestría y de rendimiento en formas de regulación de aproximación y evitación. Las mujeres informaron valores significativamente más altos que los varones en las metas de responsabilidad social, las metas de relación y en las metas de evitación de maestría. Los varones puntuaron más alto en las metas de aproximación al rendimiento. Se recomienda usar las metas de logro y sociales para estudiar la motivación y el logro del estudiante en educación física (AU)

Achievement goals, social goals, and motivational regulations in physical education settings.

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

Participación en el deporte, orientación de metas y funcionamiento moral / Sports participation, goal orientation, and moral functioning

Este estudio examinó si la participación en deportes de mediano contacto (fútbol y baloncesto), influye en el funcionamiento moral en el deporte, y si estos efectos están mediados por la orientación al ego. Los participantes fueron deportistas universitarios de alto nivel y deportistas profesionales (N = 225), quienes completaron cuestionarios valorando la participaciónen el deporte, las orientaciones de meta, y el funcionamiento moral. Los resultados indicaron que la participación en deportes de mediano contacto predijo la orientación al ego,la cual sucesivamente predijo bajos niveles de funcionamiento moral. Los efectos directos de la participación en el deporte sobre el funcionamiento moral no resultaron significativos enpresencia de la orientación al ego, indicando que el último constructo mediatiza la relación entreesas dos variables. La orientación a la tarea no se relacionó significativamente con el funcionamiento moral. Estos descubrimientos nos ayudan a entender mejor los procesos que operan en los deportes de mediano contacto. Por último, se debaten sus implicaciones para eliminar las conductas anti-deportivas.

This study examined whether participation in sports of mid contact (football and basketball),has an influence on moral behavior in sports, and whether these effects are influenced by ego orientation. The participants were high level university sports players and professional players(N=225). They filled questionnaires valuing the participation in sports, goal orientations, and moral behavior. Te results indicated that the participation in mid contact sports predicted egoorientation, which in turn predicted low standards of moral behavior. The direct effects of sport participation on moral behavior did not point out to be significant regarding ego orientation,indicating that the last construct mediates the relationship between the two variables. The orientation to the task was not significantly related to moral behavior. These discoveries helpus to understand better the processes that operate in sports of mid contact. Finally, their implications are debated to eliminate anti sporting conducts.

Metas sociales y de logro, persistencia-esfuerzo e intenciones de práctica deportiva en el alumnado de Educación Física / Achievement and social goals, persistence-effort, and intentions of sport practice in Physical Education students

Este estudio examinó las relaciones entre las metas de logro y las metas sociales y exploró cómo ambos tipos de metas pueden afectar a la persistencia/esfuerzo del alumnado de Secundaria en las clases de la Educación Física y a sus intenciones futuras de practicar deporte una vez finalizados los estudios de Bachillerato. Los participantes fueron 350 estudiantes de dos institutos asturianos de Educación Secundaria. Los análisis de regresión múltiple revelaron: a) que las metas de responsabilidad social seguidas por las metas de aproximación a maestría y, después, por las metas de evitación de maestría, explicaban en mayor medida la persistencia/esfuerzo en las clases de Educación Física; y b) que las metas de logro son los únicos predictores de la intención de los jóvenes de practicar deporte en un futuro. Se encontraron diferencias en estos valores en función del género y del curso. Estos descubrimientos nos ayudan a entender mejor los procesos que operan en el contexto de la Educación Física. Por último, se debaten sus implicaciones para la mejora de las clases y la mayor implicación activa de los jóvenes en el deporte (AU)

The present study examined the relationship between achievement and social goals, and explored how both types of goals can affect secondary school students’ persistence/effort in Physical Education classes, as well as their intention to participate in sport activities after finishing secondary school. A sample of 350 students (aged 15-17) from two high schools in Asturias participated in the study. Multiple regression analysis showed: a) persistence/effort in physical education classes was better explained by social responsibility goals, followed by mastery-approach goals and masteryavoidance goals; b) achievement goals are the only predictors of young people’s intention of practicing sport in the future. Differences were found in these results according to gender and course. These findings help us better understand the processes involved in Physical Education. Finally, implications to improve classes and to achieve young people’s more active and higher level of implication in sports are discussed (AU)

[Achievement and social goals, persistence-effort, and intentions of sport practice in physical education students]. / Metas sociales y de logro, persistencia-esfuerzo e intenciones de práctica deportiva en el alumnado de Educación Física.

The present study examined the relationship between achievement and social goals, and explored how both types of goals can affect secondary school students' persistence/effort in Physical Education classes, as well as their intention to participate in sport activities after finishing secondary school. A sample of 350 students (aged 15-17) from two high schools in Asturias participated in the study. Multiple regression analysis showed: a) persistence/effort in physical education classes was better explained by social responsibility goals, followed by mastery-approach goals and mastery-avoidance goals; b) achievement goals are the only predictors of young people's intention of practicing sport in the future. Differences were found in these results according to gender and course. These findings help us better understand the processes involved in Physical Education. Finally, implications to improve classes and to achieve young people's more active and higher level of implication in sports are discussed.

[Sports participation and fair play]. / Participación en el deporte y fair play.

This study examined whether the participation in intermediate contact sports affects the opinions about the behaviors and attitudes of fair play in the sports context and whether these effects are influenced by ego orientation. The participants were high level sportsmen from university and professional basketball and football players (N = 131). They filled in questionnaires to assess their participation in sports, their goal orientations, and their fair play attitudes and behaviors. The analyses of the structural equation model indicated that participation in intermediate contact sports predicted ego orientation; these analyses consecutively predicted low levels of fair play. The direct effects of sports participation in fair play decreased significantly in the presence of ego orientation, indicating that the last construct partially mediates the relation between the first two variables. These discoveries help us to better understand the processes that operate in contact sports. Finally, their implications for eliminating unsportsmanlike behaviors are discussed.

Participación en el deporte y fair play / Sports participation and fair play

Este estudio examinó si la participación en deportes de contacto medio repercute en las opiniones sobre las conductas y actitudes de fair play en el contexto deportivo, y si estos efectos están mediatizados por la orientación al ego. Los participantes fueron deportistas universitarios de alto nivel y deportistas profesionales (N= 131) de baloncesto y fútbol. Completaron cuestionarios valorando la participación en el deporte, las orientaciones de meta, y las actitudes y comportamientos de fair play. Los análisis del modelo de ecuación estructural indicaron que la participación en deportes de contacto medio predijeron la orientación al ego, los cuales sucesivamente predijeron bajos niveles de fair play. Los efectos directos de la participación del deporte en el fair play disminuyeron significativamente en la presencia de la orientación al ego, indicando que el último constructo mediatiza parcialmente la relación entre las dos primeras variables. Estos descubrimientos nos ayudan a entender mejor los procesos que operan en los deportes de contacto. Por último, se debaten sus implicaciones para eliminar las conductas antideportivas

This study examined whether the participation in intermediate contact sports affects the opinions about the behaviors and attitudes of fair play in the sports context and whether these effects are influenced by ego orientation. The participants were high level sportsmen from university and professional basketball and football players (N = 131). They filled in questionnaires to assess their participation in sports, their goal orientations, and their fair play attitudes and behaviors. The analyses of the structural equation model indicated that participation in intermediate contact sports predicted ego orientation; these analyses consecutively predicted low levels of fair play. The direct effects of sports participation in fair play decreased significantly in the presence of ego orientation, indicating that the last construct partially mediates the relation between the first two variables. These discoveries help us to better understand the processes that operate in contact sports. Finally, their implications for eliminating unsportsmanlike behaviors are discussed