No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Cognitive theories of motivation and the physical self.
Abstract
The self-enhancement hypothesis maintains that people are motivated to action in areas of their lives in which they are likely to experience positive feelings of competence and esteem and that low domain-specific self-esteem or perceived competence is likely to reduce motivation in related activities. This chapter addresses issues from the contemporary motivation literature that are consistent with or relate to the self-enhancement view. In particular, Biddle discusses the role of self-perceptions, particularly self-perceptions of ability, with reference to motivation in sport, health-related exercise and other health behaviors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Moreover, the manner of how individuals feel would affect the way they reach their set goal. In other words, to feel competent would mean to be motivated to achieve the goal [15]. ...
... This is based on two main rationales: (i) perceived competence is closely related to the achievement of a set goal. The feeling of competence motivates the individual to reach the set goal, and consequently the achievement of the goal increases the feeling of competence [15]. (ii) Perceived competence is also related to the perception of control [6]. ...
... Concerning the goal setting, we based our hypothesis on the assumptions that (a) the way individuals feel about themselves would influence their relationship to goal setting [15] and, (b) they would feel intrinsically motivated if they saw themselves as controllers of their actions and behaviors [6]. In fact, similar to the case of high levels of perceived competence, self-controlled goal setting has been seen as a motivational aspect that promotes an increase in the active involvement in the process, feelings of selfefficacy, and, therefore, intrinsic motivation, perception of self, commitment, effort, persistence, and participation [21,50]. ...
Purpose. Based on assumptions that motor learning involves a process in which the learner gains competence on a task, and perceived competence is closely related to the achievement of a goal and the perception of control, this study investigated the effects of perceived competence and self-controlled goal setting on motor learning.
Method. Sixty right-handed volunteers, both male (n = 28) and female (n = 32), with an average age of 26.35 years (± 6.29) took part in this experiment. The motor learning task was the field tennis forehand stroke. The experiment involved two phases: acquisition and transfer. The acquisition phase consisted of 180 trials performed across three days. The transfer test involved 10 trials under a modified ball flight velocity condition. Participants were divided into three groups according to level of perceived competence (high, moderate, and low). Furthermore, each group was subdivided into choice (self-controlled goal setting) and yoked groups.
Results. Performance of the Higher Perceived Competence group was superior to Lower group; there was no significant increase in the perception of competence in both groups; there was similar learning for self-controlled and yoked groups.
Conclusions. The findings of this study allow us to conclude that the higher the perceived competence, the better the performance in the acquisition and transfer. Moreover, the control on goal setting did not provide an additional positive effect on motor skill learning of individuals of different levels of perceived competence.
... In sport and physical education, task orientation has been found to be positively associated with various indicators of motivation, including intrinsic motivation (Duda, Chi, Newton, Walling, & Catley, 1995; Goudas, Biddle, & Fox, 1994) and positive affect (Ntoumanis & Biddle, 1999b), The relationship between ego orientation and motivational indictors is less clear (J, Whitehead, 1995), although when combined with a high task orientation, motivation is often high (Fox, Goudas, Biddle, Duda, & Armstrong, 1994), Some researchers have shown that motivation will be high for ego oriented individuals only when perceived competence is high (Cury, Biddle, Sarrazin, & Famose, 1997), as predicted in goal perspectives theory (Nicholls, 1989), while others have shown no such effects (Vlachopoulos & Biddle, 1997), ...
... Positive scores indicate more autonomous regulation while negative scores indicate more controlling regulation . Research has shown the motivational benefits of more self-determined behavioral regulation in physical activity contexts with adults (Chatzisarantis & Biddle, 1998; Mullan & Markland, 1997) and youth (Biddle, Soos, & Chatzisarantis, 1999b; Chatzisarantis et al., 1997). ...
... Competence-based motivational theories dominate the literature (Biddle, 1997a ). We have already considered the role of perceived competence in goal orientations theory. ...
Used cluster analysis to identify motivational profiles concerning physical activity in young people. Ss were 2,510 students (aged 11–15 yrs) in Grades 7, 8, and 9. Ss completed questionnaires concerning achievement goal orientations, self-determination theory (including amotivation), the nature of athletic ability beliefs, and perceived competence. The results show that a large number of young people in this age range have quite positive motivational responses. Most appear to be task oriented and have an incremental view of sport ability. In addition, they report higher levels of identified regulation and intrinsic motivation than they do for introjected and extrinsic regulation, and amotivation scores are generally low. These findings provide information for likely strategies to promote physical activity in young people. Also, these results suggest that cluster analysis is useful in identifying groups of students with different motivational profiles. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... As the impact of the self-concept is so pervasive, many motivational theories predicting exercise participation have been built around self-perceptions and have clear relevance for the understanding of the physical self (Biddle, 1997; Fox, 1998). Examples of these theories include the following: effectance motivation (White, 1959), competence motivation (Harter, 1978), self-schema (Kendzierski, 1994), self-presentation (Leary, 1992), self-efficacy (Bandura, 1977Bandura, , 1997), and self-determination (Deci & Ryan, 1985). ...
... Empirical support for the validity of the self-determination continuum has recently been documented in studies (Wilson & Rodgers, 2002) and in a meta-analysis (Chatzisarantis, Hagger, Biddle, Smith, & Wang, 2003). Linked to PSP, it has been suggested that self-determination theory may provide a vital missing link between self-esteem and behaviour (Biddle, 1997). In particular, in situations where direct rewards and paybacks to the invested behaviour are lacking, which makes the self-enhancement theory invalid as a source of explanation, the self-determination theory may be helpful. ...
... Despite the well-documented physiological and psychological benefits of regular exercise (e.g., Fox, 2000a; Hassmén, et al., 2000), the majority in various populations around the world are not sufficiently active, and a drop-out rate of about 50% in the first six months is typically reported in supervised exercise programmes all around the world (Dishman, 1988). In this context, it is relevant to consider the role of physical self-perceptions (PSP) for exercise motivation and other positive psychological outcomes such as self-esteem, positive affect, and lowered negative affect, depression, and health complaints (Biddle, 1997; Fox, 1997 Fox, , 2000b Sonstroem & Morgan, 1989; Sonstroem & Potts, 1996). Moreover, the importance that individuals attribute to different aspects of themselves and their physical self vis-à-vis their perceived competence in that domain has been described as one factor affecting the exercise behaviour and overall physical self-evaluation of the individual (e.g., Fox, 1990; Harter, 1986). ...
Thesis (doctoral)--Stockholm University, 2004.
... (Cole, 1991) Pätevyyden kokeminen on tärkeää myös tehtävän nauttimisen kannalta (Brumbaugh ks. Carney & Chedzoy, 1998 Biddle, 1997), jonka mukaan yksilö on motivoitunut sellaisiin tehtäviin, joissa hänen kykynsä tulevat esille. Alhaisen koetun pätevyyden on puolestaan havaittu alentavan motivaatiota tehtävän suorittamiseen. ...
... Alhaisen koetun pätevyyden on puolestaan havaittu alentavan motivaatiota tehtävän suorittamiseen. (Biddle, 1997.) Hyvällä itsetunnolla on koettu olevan yhteys korkeaan motivaatiotasoon, haastavien tehtävien suorittamiseen, korkeiden tavoitteiden asettamiseen ja sitkeyteen tavoitteiden saavuttamisessa (Schwarzer, 1992). ...
... Un punto de convergencia en las teorías de motivación de logro relacionadas con la meta es que la perspectiva (o estado de implicación en la tarea o en el yo) de meta de una persona en un ambiente concreto, tiende a ser una función de factores situacionales y de diferencias individuales en la propensión a los diferentes tipos de implicación (Nicholls, 1989; citado por Duda, 1995;Biddle, 1997;Escartí, 1994). De acuerdo con Dweck y Leggett (1988, p. 269;citado por Duda, 1995), las diferencias disposicionales en las perspectiva de meta "determinan la probabilidad a priori de adoptar una meta concreta y de desplegar un patrón de conducta particular, y los factores situacionales se suponen potencialmente alteradores de esta probabilidad". ...
... Podemos concluir, por tanto, que la perspectiva de meta de una persona, es lógicamente consistente con sus creencias sobre cómo es causado el éxito en el contexto deportivo (Biddle, 1997;Duda, 1995) En las investigaciones también se han mostrado relaciones entre la orientación motivacional y aspectos afectivos, donde las personas con una orientación a la tarea ...
En este trabajo se analizaron las relaciones entre la orientación motivacional y otros aspectos de la práctica deportiva en cuatro clubes de karate de nivel competitivo. 49 deportistas respondieron a los diferentes cuestionarios administrados. Los resultados mostraron una relación entre la orientación motivacional de los deportistas y los siguientes factores: el clima motivacional percibido en su entorno, la competencia motriz percibida, las atribuciones del éxito en el deporte, la diversión con la práctica deportiva, el compromiso y entrega en el aprendizaje y la ansiedad ante el error y las situaciones de estrés.
La orientación al ego correlacionó con un clima motivacional percibido al ego en padres, entrenador y compañeros, con una mayor competencia motriz percibida, con la habilidad normativa y el engaño como medios de alcanzar el éxito en el deporte, y con el aburrimiento.
La orientación a la tarea correlacionó con la motivación-esfuerzo como forma de alcanzar el éxito deportivo, con la diversión con la práctica deportiva, la ansiedad ante las situaciones de estrés y con un menor compromiso y entrega en el aprendizaje.
... It has been suggested that the self-concept is able to predict motivational tendencies as individuals tend to demonstrate behaviours in areas of competence to maintain or enhance self-perceptions (Hagger, Biddle & Wang, 2005). Within the achievement setting of PA and exercise, there have been numerous motivational theories (e.g., effectance motivation, White, 1959; self-efficacy theory, Bandura, 1977; competence motivation, Harter, 1978Harter, , 1982; self-enhancement hypothesis, Campbell, 1984 andself-presentation, Leary, 1992) that incorporate self-perceptions of ability as a key construct (Biddle, 1997). The concept of self-perceptions of ability is similar to the concept of perceived competence, which is often more commonly referred to in the majority of motivational theories. ...
... Recent research by Inchley, et al. (2008) has highlighted that the decline in PA is most apparent during the transition from primary school to secondary school, particularly for adolescent girls. Participation in PA can involve an evaluation of some or all aspects of the physical self and physical self-perceptions have been linked to a number of motivational theories that incorporate self-perceptions of ability as a key construct that influences motivation and behaviour (Biddle, 1997). In particular, Harter"s (1978Harter"s ( , 1982 competence motivation theory suggests that individuals will be motivated to demonstrate mastery attempts in a particular achievement domain (e.g., academic, social and physical) in which they feel competent. ...
The copyright in this thesis is owned by the author. Any quotation from this thesis or use of any of the information contained in it must acknowledge this thesis as the source of the quotation or information.
... Deci and Ryan's (1985, 2000) self-determination theory highlights the importance of the need for competence that is essential for high level of self-esteem (Ryan and Deci, 2001). The crucial role of high level of perceived competence in physical education (PE) setting has been emphasized by several authors (Biddle, 1997; Cury et al., 1996; Ferrer-Caja and Weiss, 2000, 2002; Ntoumanis, 2001). The way ...
... Ryan's (1985, 2000) self-determination theory highlights the importance of the need for competence that is essential for high level of self-esteem (Ryan and Deci, 2001). The crucial role of high level of perceived competence in physical education (PE) setting has been emphasized by several authors (Biddle, 1997; Cury et al., 1996; Weiss, 2000, 2002; Ntoumanis, 2001). The way in which an adult supervisor responds to a child's performance may be a salient source of information to evaluate one's ability and competence. ...
This study examined the direction of causal flow between perceived positive general teacher feedback and perceived threat to sense of self in physical education (PE). The stability effect and stationarity of the relationship between these variables over the two-year period was tested. Students (N = 302) were administered questionnaire during class time in Grades 6 and 8 and two years later in Grades 8 and 10. The perceived threat to sense of self subscale from the Physical Education Learning Environment Scale (PELES), and perceived positive general feedback subscale from the Perceived Teacher's Feedback (PTF) questionnaire were used. Results using structural equation modelling showed the high stability of perceived threat and low stability of perceived teacher feedback in PE over the two-year period, and suggest that low level of perceived threat is a significant determinant of high level of perceived positive teacher feedback. In addition, the model showed that relationship between perceived threat and perceived positive feedback within time points differed signifi-cantly over time.
... It is also necessary to consider the cognitive and affective abilities of individuals. Abstract concepts such as moving into 15 and creating space (important tactics in all team invasion sports) are not developmentally appropriate for younger children because of their limited cognitive capabilities of being able to focus on more than one thing at a time (Brustad, 1998 (Biddle, 1997). Therefore, providing children with a chance to improve their skills in a context which they value will increase intrinsic motivation (Fox, 1991). ...
... Teachers 25 should attempt to create a mastery-orientated climate in which personal improvement for its own sake is stressed. Strategies such as defining success as personal progress and improvement, valuing effort, evaluating participants on the basis of their progress and effort, viewing mistakes as learning opportunities, and providing choice have all been put forth as ways to enhance 5 mastery orientation in physical activity environments (Biddle, 1997). Teachers could ask children " who feels they played their best today?" or " who in class tried to improve on something they found a bit hard? ...
... In addition, the model depicts the infl uence of signifi cant others and the use of rewards as having either positive or negative effects on the development of competence motivation. Biddle (1997) identifi ed competence motivation theory as a "domain-general self-perception" which was based on the assumption that individuals develop a global view of themselves and their abilities or adequacies in specifi c domains. Harter's (1978) competence motivation theory has been popular with sport psychology researchers and has been used frequently to examine youth sport participation. ...
LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to examine children's sport and physical education (PE) participation by focusing on perceived sports competence as suggested in Harter's competence motivation theory (1978, 1981). The study included other related factors of intrinsic/extrinsic motivational orientation, task/ego goal orientation and level of competitive trait anxiety to examine their relationship and predictive ability on perceived sport competence. A total of 2,202 participants from eleven schools of Secondary One, Two and Three, with a mean age of 13.55 years (SD=2.15) took part in this study. There was a proportional distribution of males (n=1,056) and females (n=1,130). Data was collected by using measuring instruments that included the Self-Perception Profile for Children (SPPC; Harter, 1985), Sport Motivation Scale (SMS; Pelletier et al., 1995), Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1989) and Sport Competition Anxiety Test (SCAT; Martens, Vealey & Burton, 1990). Descriptive statistics were used to generalise the characteristics of the sample. Path analysis using EQS was performed to identify the structure of relationships between different attributes. The results revealed the relationships between perceived sport competence and other motivational attributes were mostly in accordance with Harter's competence motivation theory such that analyses demonstrated significant, modest, positive relationships with intrinsic motivation and extrinsic motivation, and negative relationships with anxiety and amotivation. The relationship with task goal orientation was significant but weak. Examination with path analysis showed that task goal orientation was related to perceived competence through the mediating effect of intrinsic and extrinsic motivation. By understanding how these factors affect children's decisions to continue or discontinue participation in PE and sport activities, and how these factors interact with each other, recommendations were made concerning the school PE curriculum and implementation of sport programmes in Hong Kong. Recommendations were also made for future studies. 本研究是根據「勝任運動能力」及其他影響參與運動的因素包括「內在及外在動機」、「運動焦慮」及「目標定向」檢視香港初中生參與運動的動機。2,202名中一至中三的學生參與這次問卷研究。數據分析總結出「勝任運動能力」與「內在動機」及「外在動機」存在重要及正面關係，與「運動焦慮」及「無動機」存在負面關係；通過結構公式分析顯示「任務目標」透過「內在動機」及「外在動機」影響「勝任運動能力」。在了解這些影響青少年參與運動的因素後，本研究作出一些提議及提出將來研究的方向。
... Moreover, it is noteworthy that participation motives have a significant history in the field of sport and exercise psychology and have provided a foundation for subsequent theory development. Such descriptive approaches provide an important first step in understanding the psychology of motivation (Biddle, 1997). From our results, it is recommended that exercise psychologists pay greater attention to the importance of spirituality and personal development in understanding participation in yoga. ...
Barriers and facilitators for participating in sports and exercise may vary across different types of activities. Yoga, a comprehensive discipline originating in India, has increasingly gained a place among the physical activities on offer in modern-day society, where it is usually practiced in the form of physical postures, breath regulation and relaxation. Despite its increasing popularity and many potential health benefits, the uptake of yoga is quite low and appears mostly restricted to certain population subgroups. To elucidate factors affecting uptake, this scoping review aims to identify the range of facilitators and barriers for yoga participation in the general adult population. Eighty-eight studies mentioning factors facilitating or hindering yoga participation were identified from 10 electronic databases. Findings corresponding to study and participant characteristics were summarised quantitatively, while findings referring to facilitators and barriers were organised qualitatively using thematic analysis. Results identified facilitators and barriers in addition to those reported for conventional forms of physical activity (e.g. perceived mind–body-spiritual benefits, negative impressions of yoga). These may reflect additional features of yoga beyond exercise and will need further exploration. Understanding the different facilitators and barriers for yoga participation may be useful to enhance the promotion of yoga and consequently increase its uptake.
... As questões investigadas aqui foram se as percepções de competência alta, moderada e baixa influenciariam a aprendizagem motora e se a aprendizagem motora acarretaria alterações nesses níveis de percepção de competência, isto é, se a percepção de competência se modificaria ao longo da prática uma vez que a aprendizagem implica em ganho de competência na execução de uma habilidade motora. Aliado a isso, consideramos as proposições de que sentir-se competente significa estar motivado a alcançar a meta estabelecida (BIDDLE, 1997), e de a percepção de competência ser dependente de percepções de controle (HARTER, 1978). ...
... As questões investigadas aqui foram se as percepções de competência alta, moderada e baixa influenciariam a aprendizagem motora e se a aprendizagem motora acarretaria alterações nesses níveis de percepção de competência, isto é, se a percepção de competência se modificaria ao longo da prática uma vez que a aprendizagem implica em ganho de competência na execução de uma habilidade motora. Aliado a isso, consideramos as proposições de que sentir-se competente significa estar motivado a alcançar a meta estabelecida (BIDDLE, 1997), e de a percepção de competência ser dependente de percepções de controle (HARTER, 1978). ...
... As expected, there were significant differences in the preferences given to motivational factors, among university students with a normal weight, overweight and obesity. The reasons young people give for being physically active through sport and PE "participation motives" is a useful starting point for understanding their motivation (Biddle 1997). The result suggests that University students have greater concerns regarding their body weight as the data shows about 50% of students were either overweight or obese. ...
The objective of this study was to identify and compare the participation motives among undergraduate
students (N=1039) aged between 17-28 years of King Fahd University of Petroleum and Minerals Saudi Arabia. Three
categories were made on the basis of Body Mass Idex; normal weight (N=517), overweight (N=244), and obese (N=278).
Motivation for Physical Activities Measure- Revised by Ryan et al. (1997) was administered to collect the data. Ranking
order applied to investigate the “most important reasons” and “least important reasons” for participation. ANOVA
revealed a highly significant difference among categories on interest or enjoyment F(2,1036) =15.15,p=.000;
competence F(2,1036)= 15.41, p=.000; appearance F(2,1036) = 3.86, p=.021 and social F(2,1036)= 5.61, p=.004
respectively. No significant difference was observed in the fitness factor F (2, 1039)= .529, p=.590. Tukey’s post hoc was
employed to determine significant differences between means. Normal weight students had shown more competence,
interest and enjoyment of participation than other categories. Obese and overweight students wanted to improve their
appearance. The study concluded that 50% of university students were overweight or obese. An important reason for
participation was a fitness factor in the normal BMI category and for the other two categories it was the appearance. The
least important reason for participation was social factor.
... For this reason, improving self-esteem has become a priority in some Physical Education programs (Roberts, Kleiber, & Duda, 1981). Self-esteem showed a significant relationship with motivated behaviors (Biddle, 1997;Goudas et al., 1994) and physical activity (Crocker, Eklund, & Kowalski, 2000;Tremblay et al., 2011), indicating that high self-esteem may be an important outcome of performance in school (Baumeister, Campbell, Krueger, & Vohs, 2003) and associated with choice, persistence, and success in a broad range of achievement and health-related behaviors (Fox, 2000). Thus, participation in physical activity has demonstrated selfesteem's multifaceted effects during development and has explained the nature of its hierarchical conceptualization (Elavsky, 2010;Fox & Corbin, 1989;Marsh & Shavelson, 1985). ...
A purposive sample of 200 (100 active and 100 inactive) adolescent students between 11 and 17 years (mean age of active students 13.40 ± 1.64 and inactive students 13.18 ± 1.40) were invited to participate in this study. The self-esteem and goal orientation of the students were determined with Rosenberg’s Self-Esteem Scale (1965) and the Task- and Ego Orientation in Sport Questionnaire (TEOSQ), respectively. The health-related behavior and physical fitness of the students were determined by five tests measuring upper body strength, muscular endurance, aerobic endurance, flexibility, and body composition. Group comparisons of active and inactive students were done using descriptive statistics and independent samples t-tests, while Chi square tests were used to determine the adolescents’ time spent on sedentary activities, specifically on “Sunday” and the “Other Weekdays.” The results showed a significant difference between both groups on all of the parameters of health-related physical fitness components, self-esteem, and goal orientation. Active students had higher self-esteem and task orientation, whereas inactive students showed lower self-esteem and higher ego orientation levels. © 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
... En lo referente a la relación entre el autoconcepto físico y la actividad físicodeportiva, junto al papel de cada una de las dimensiones, una cuestión que todavía genera numerosos interrogantes es la direccionalidad de la misma. A este respecto, la presunción teórica más generalizada sostiene que la mejora del autoconcepto físico es uno de los beneficios atribuibles a la actividad física, si bien, en sintonía con teorías motivaciones (Biddle, 1997;Standage, Gillison, Ntoumanis, y Treasure, 2012) o con la teoría de la competencia de Harter (1978), también puede sostenerse que una alta autopercepción de competencia inducirá a realizar más actividad físico-deportiva. Por otra parte, aunque tomando como referencia, en este caso, el dominio académico del autoconcepto, el reciprocal effects model (REM; Marsh, 1990Marsh, , 1993Marsh, Byrne, y Yeung, 1999;Marsh y Craven, 1997) establece el carácter dinámico y recíproco de la influencia entre las diferentes dimensiones del autoconcepto y el rendimiento deportivo, siendo actualmente una de las perspectivas teóricas que goza de una mayor aceptación. ...
The aim of this study is to test two opposing models of the relationship between physical self-perceptions and physical activity during adolescence: one which postulates that physical activity influences physical self-concept, and another one which proposes that physical self-concept influences physical activity. Participants were 704 students aged between 11 and 19 (M = 14.91; SD = 2.13) from two different Autonomous Regions in Spain (Cantabria and the Basque Country). 394 (55.96%) were male and 310 (44.04%) were female. The results indicate that the influences between physical self-concept and physical activity are bidirectional in nature, although the model that proposes physical selfconcept as an influencing factor was found to have a better fitness. Differences were found in the model between male and female students. Furthermore, selfperception of physical attractiveness was found to be negatively related to physical activity. © 2016, Universidad Autonoma de Madrid y CV Ciencias del Deporte. All rights reserved.
... As expected, there were significant differences in the preferences given to motivational factors, among university students with a normal weight, overweight and obesity. The reasons young people give for being physically active through sport and PE "participation motives" is a useful starting point for understanding their motivation (Biddle 1997). The result suggests that University students have greater concerns regarding their body weight as the data shows about 50% of students were either overweight or obese. ...
... Un aspecto especialmente importante en la práctica deportiva es la perspectiva de meta que una persona adopta en un ambiente concreto y esta dependerá de una serie de factores situacionales y de diferencias personales en la propensión a los diferentes tipos de implicación (Duda, 1995;Biddle, 1997;Escartí & Cervelló, 1994). Así, se observa una correlación positiva entre la orientación a la tarea y la creencia de éxito deportivo en función de factores motivacionales y de trabajo duro (motivaciónesfuerzo) y negativa con la visión de que la habilidad para hacer trampa y engañar al entrenador lleva al triunfo deportivo. ...
En la práctica de ejercicio físico, estudiar las motivaciones implicadas en que un sujeto desarrolle tal actividad, se ha convertido en uno de los temas fundamentales de la psicología del deporte y el ejercicio. Se pretendía conocer qué relaciones predictivas presentaban el compromiso a correr, la ansiedad competitiva y la percepción de éxito en las carreras en ruta sobre los motivos para realizarlas. Participaron 1.795 corredores de fondo en ruta (1.105 españoles, 690 mexicanos). De ellos el 85.65% fueron hombres con una edad de M=38.98 (DT=10.45), y 14.35% mujeres, con una edad M=37.88 (DT=9.80). La recogida de datos se llevó a cabo mediante las adaptaciones al castellano de las Motivations of Marathoners Scales-34 (MOMS-34), la Commitment to Running Scale-11 (CR-11), el Revised Competitive State Anxiety Inventory-2 (CSAI-2R) y el Perception of Success Questionnaire (POSQ). Se ha obtenido que los mexicanos, frente al grupo de españoles, alcanzaron mayores puntuaciones en todas las subescalas de las MOMS-34, en la CR-11, en el POSQ y en las subescalas Autoconfianza del CSAI-2R, pero menor puntuación en ansiedad somática, no habiendo diferencias significativas en ansiedad cognitiva. Por último, los siete modelos predictivos basados en los análisis de regresión fueron muy similares cuando se compararon las dos nacionalidades agrupadas por el sexo del participante, obteniéndose unas varianzas explicativas muy altas. Pero se mostraron como modelos predictivos diferenciales cuando se compararon los hombres vs. las mujeres.
... Un aspecto especialmente importante en la práctica deportiva es la perspectiva de meta que una persona adopta en un ambiente concreto y esta dependerá de una serie de factores situacionales y de diferencias personales en la propensión a los diferentes tipos de implicación (Duda, 1995;Biddle, 1997;Escartí & Cervelló, 1994). Así, se observa una correlación positiva entre la orientación a la tarea y la creencia de éxito deportivo en función de factores motivacionales y de trabajo duro (motivaciónesfuerzo) y negativa con la visión de que la habilidad para hacer trampa y engañar al entrenador lleva al triunfo deportivo. ...
En la práctica de ejercicio físico, estudiar las motivaciones implicadas en que un sujeto desarrolle tal actividad, se ha convertido en uno de los temas fundamentales de la psicología del deporte y el ejercicio. Se pretendía conocer qué relaciones predictivas presentaban el compromiso a correr, la ansiedad competitiva y la percepción de éxito en las carreras en ruta sobre los motivos para realizarlas. Participaron 1.795 corredores de fondo en ruta (1.105 españoles, 690 mexicanos). De ellos el 85.65% fueron hombres con una edad de M=38.98 (DT=10.45), y 14.35% mujeres, con una edad M=37.88 (DT=9.80). La recogida de datos se llevó a cabo mediante las adaptaciones al castellano de las Motivations of Marathoners Scales-34 (MOMS-34), la Commitment to Running Scale-11 (CR-11), el Revised Competitive State Anxiety Inventory-2 (CSAI-2R) y el Perception of Success Questionnaire (POSQ). Se ha obtenido que los mexicanos, frente al grupo de españoles, alcanzaron mayores puntuaciones en todas las subescalas de las MOMS-34, en la CR-11, en el POSQ y en las subescalas Autoconfianza del CSAI-2R, pero menor puntuación en ansiedad somática, no habiendo diferencias significativas en ansiedad cognitiva. Por último, los siete modelos predictivos basados en los análisis de regresión fueron muy similares cuando se compararon las dos nacionalidades agrupadas por el sexo del participante, obteniéndose unas varianzas explicativas muy altas. Pero se mostraron como modelos predictivos diferenciales cuando se compararon los hombres vs. las mujeres.
... depression) in clinically depressed female in-patients. Since self-presentation concerns may be a major source of motivation for participating in physical activity (Biddle, 1997), it is hypothesised that mainly social support skills and perceived beliefs towards exercise are considered to be important determinants of exercise participation. Research shows that recent physical activity levels are related to these self-perceptions (Fox, 1997). ...
Abstract
Research evidence supports a plausible link between physical (in-) activity and depression in psychiatric patients. As a consequence, exercise adoption strategies might be considered as significant contributory factors in explaining a reduction in depressive symptoms in these patients. In the present study, the relationship between exercise adoption strategies and severity of depressive symptoms has been investigated in a sample of female in-patients suffering from clinical depression. Data analyses include 38 female patients. Self-reported physical activity and determinants of social support, obstacles and benefits of physical activity contribute significantly to explaining depression on admission (R2adj=.26). Notwithstanding the limitations of such cross-sectional investigation, further exploration of the importance of determinants of physical activity towards depression is recommended given their potential to mediate in the exercise - mental health relationship.
... Las personas adultas físicamente activas son más optimistas que las personas inactivas y se comprometen a realizar ejercicio físico mucho antes que las personas pesimistas. Por otra parte, las personas moderadamente activas y las más activas tienen una elevada autoeficacia física y menor ansiedad riesgo (Kavussanu y McAuley, 1995;Biddle, 1997;Harter, 1978). La práctica de actividad física de forma habitual también se relaciona positivamente con una mayor autoeficacia física en personas mayores (Langan, 1997). ...
... In this field of research, motivation can be seen as a multidimensional social-cognitive phenomenon. According to the social-cognitive approach, motivation is considered as a dynamic process, including affective, cognitive and value-related aspects (Biddle, 1997;Roberts, 2001). It has been proposed that the quality of motivation is not one-dimensional, but multiple motives may affect a person's behaviour at the same time (Ryan & Connell, 1989;Treasure, Lemyre, Kuczka, & Standage, 2007). ...
The present study was designed to examine the interplay of autonomous and controlled motivation, and their relations to perceived physical competence, amount of practice, and enjoyment among youth athletes. The problem setting was based upon the self-determination theory (SDT) and hierarchical model of intrinsic and extrinsic motivation (HMIEM). Participants (N = 1936) for the study included 15-year-old team sport athletes involved in soccer, ice-hockey, and basketball. They completed a survey questionnaire which included Sport Motivation Scale, Perceived Physical Competence Scale, and Enjoyment Scale. Participants were also asked to evaluate their weekly amount of sport practice. Based on cluster analysis, four different motivational subgroups were identified: 1) high autonomous (AU) - high controlled (C) profile, 2) moderate AU - low C profile, 3) moderate AU - moderate C profile, and 4) low AU - low C profile. The participants in groups 1 and 2 reported higher levels of physical competence, practiced more, and experienced greater enjoyment towards their sport than the participants in group 3 and 4. The present data suggest that the interplay of autonomous and controlled motivation can affect perceived physical competence, the amount of practice, and enjoyment among young team sport athletes. In contrast to the SDT and HMIEM, enhanced controlled motivation did not result in negative consequences, provided that autonomous motivation was also in high level. Moderate levels of autonomous motivation did not lead to positive consequences, if controlled motivation was at the same time also in moderate level.
... Zato se zdi potrebno identificirati motivacijske dejavnike, ki najmočneje napovedujejo gibalno aktivnost otrok. Številne teorije motivacije, ki so poskušale napovedati gibalno/športno udejstvovanje na osnovi posameznikovih samozaznav, so v precejšnji meri prispevale k razumevanju konstrukta telesnega jaza (Biddle, 1997). Teoriji, ki jih želimo na tem mestu izpostaviti, sta predvsem model motivacije po kompetenci (Harter, 1985b) in teorija samodoločenosti (Deci in Ryan, 1985;Ryan in Deci, 2000). ...
Samopodoba je skupek predstav, pojmovanj in občutij, ki jih imamo o sebi, ter ima pomembno funkcijo pri uravnavanju in usmerjanju našega vedenja. Oblikovanje samopodobe predstavlja eno izmed temeljnih razvojnih nalog otroštva in mladostništva. Sodobni strukturni modeli samopodobe poudarjajo njeno večplastnost, sestavljeno iz različnih specifičnih področij udejstvovanja, na katerih ima posameznik izkušnje. Telesna samopodoba je ena od sestavin splošne podobe o sebi; lahko rečemo, da je prvinska in najbolj elementarna, saj se začne razvijati v najzgodnejšem obdobju posameznikovega ţivljenja in je ključna za oblikovanje ostalih sestavin samopodobe. Preučevanje telesne samopodobe otrok in mladostnikov je izjemnega pomena v povezavi z njihovo gibalno/športno aktivnostjo in tudi v smislu spodbujanja razvoja telesne samopodobe, ki bo imela pozitivne učinke na celostno samopodobo in samospoštovanje otrok. Namen prispevka je, opredeliti vsebino telesne samopodobe, predstaviti različne pripomočke za njeno empirično raziskovanje ter navesti raziskovalne izsledke slovenskih in tujih avtorjev na tem področju. Poleg tega poudarjamo motivacijsko vlogo telesne samopodobe za gibalno/športno udejstvovanje otrok in mladostnikov.
... The function of performance motivation refers to in creased perceived self esteem or experiencing pride in performance. Biddle (1997) and Roberts (2001) confi rm that people are motivated to do activities which allow them to have positive feelings of competence and effi cacy. ...
BACKGROUND: The analysis of exercise adherence belongs among the basic criteria for evaluation of the efficiency of intervention exercise programs. OBJECTIVE: The aim of this study was to analyze the adherence of participants to the half year dance and step aerobics program. METHODS: The experimental group consisted of 47 women aged 40 to 65 years old who exercised three times per week for a period of six months. The participant's attendance sheets and their answers to two questions from the checklist were used for the evaluation of their adherence to the workouts. RESULTS: The mean value of the adherence of the whole group to the intervention exercise program was 70.43%. Mean values of the group gradually decreased from 85.39% to 68.35% during the first four months of the intervention exercise program. In the last two months of the intervention, the adherence continued to decrease when the average values of their attendance were slightly under 60%. Compared to other months, these differences were statistically and logically significant. CONCLUSIONS: Reasons for different or possibly decreasing degrees of adherence to long lasting intervention exercise programs are mostly objective, e.g. health (55.17%), family (13.70%) and work (22.41%). Other reasons (8.62%) are based on psychological factors (motivational and personal characteristics), the offerings and attractiveness of the activities, which are closely associated to the current health status and movement experience of the individual. Even the group form of exercise does not guarantee a high rate of the participant's adherence.
... The psychology of physical activity has an extensive literature base (Biddle and Mutrie, 2008;Sallis et al.2000;Whitehead, 1995;Crocker et al. 2000;Mulvihill et al. 2000;Biddle et al.1997;Allison et al.1999;Garcia et al.1998) and much of this has been devoted to the study of correlates of behaviour among young people. Theoretical perspectives from general, social and health psychology have been adopted to predict physical activity behaviours (Biddle et al., 1997). There is increasing support for the importance of psychological correlates for predicting physical activity behaviour among adolescents. ...
This PhD thesis investigates the impact of a physical activity programme on adolescent girls engagement and experiences in physical education.
... An important aspect of motivation to perform is the increase of the feeling of one's own value and the experience of pride in one's own performance. Biddle (1997) and Roberts (2001) confi rm this theory and add that people are motivated to participate in activities in those areas of life where they experience positive feelings of competence and self effi cacy. If people perceive themselves as being successful in activities they do, they are more motivated to fulfi ll their dreams and meet their goals. ...
Among the key factors which infl uence the quality of experiences in middle and late adulthood are physical health and bodily changes. Females are tuned positively to introducing changes in lifestyle (incl. physical activity). The motivation to participate in physical activity is infl uenced by the way how women perceive themselves, especially in terms of bodily self perception. This study examines the associations between perceived life satisfaction, the type of individual set goals, and sat-isfaction with bodily self concept as related to physical activity. The study examined factors infl uencing the motivation to adopt physical activity in a sample of 41 females in middle and late adulthood (aged 40–65). The methods applied were the Life Satisfaction Questionnaire (LSQ) and the Monitoring of Motivational Factors and Bodily Self concept (Monitoring) in the course of the six-month regular performance of physical activity (hereinafter PA). Identifying body shape goals goes along with their reaching for the support of an increase in one's satisfaction with bodily self-perception. The regular physical activity of these women positively infl uenced their perceived well being, too. Non body shape goals do not have any clear relationship to the perception of individual well-being and bodily self perception. More than one factor has an infl uence on the increasing well being of exercising women than only just regular physical activity. No signifi cant associations between the perceived level of life satisfaction and personal satisfaction with bodily self perception was found. The study has confi rmed the signifi cance of internalized individual goals for motivation to practice regular PA, which refl ect themselves in the experiences and feelings of satisfaction with their physical and mental state in women of middle and late adulthood. To indentify the factors motivating women to take up physical activity, the multidimen-sional approach needs to be applied.
... Por esta razón, numerosos autores han dedicado especial atención a su estudio, ya sea considerándolo como un mediador entre el ejercicio y la autoestima (Somstroen (1997), aproximándose a su medida mediante una validación de constructo (Marsh, 1997), interpretándolo desde las teorías cognitivas de la motivación (Biddle, 1997), analizando su construcción social (Sparkes, 1997), relacionándolo con la imagen del cuerpo y con las conductas y actitudes hacia la comida (Davis, 1997), estudiando su papel en los procesos de identidad de niños y jóvenes, así como en el compromiso con la práctica de actividad física y deporte (Whitehead & Corbin, 1997; Sherrill, 1997). Desde el comienzo de los 90, ha tenido lugar un rejuvenecimiento del estudio del ejercicio y la autoestima, viéndose materializados muchos de sus esfuerzos en el desarrollo de escalas físicas multidimensionales (Fox y Corbin, 1989;) y en el empleo de sistemas jerárquicos de las autopercepciones (Sonstroem, Harlow y Josephs, 1994). ...
... Although researchers have generally found a negative relationship between SPA and exercise, this relationship tends to be small, and variables tested as moderators (e.g., age, gender) of this relationship have produced inconsistent findings. This small relationship may occur because people's motivation to be physically active may override the anxiety they feel regarding the presentation of their physique (Biddle, 1997). Also, this small relationship may stem from the fact that self-presentational concerns about one's physique may act as a source of motivation or a deterrent for participating in exercise. ...
Preliminary research indicates that self-presentation may be an important antecedent and consequence of physical activity because it may affect people's exercise cognitions, attitudes, and behaviors. The specific purposes of this article were to review the literature on self-presentational processes with regard to (a) exercise behavior, (b) motivation to engage in physical activity, (c) the characteristics of the exercise environment, (d) subjective responses to acute exercise, and (e) the effects of exercise interventions on self-presentational concerns. Implications of a self-presentational perspective for examining exercise adherence and developing physical activity interventions are discussed.
... Physical self-concept has been shown to influence a variety of health-related behaviors and outcomes. Conceptual and theoretical links are evident between physical self-concept and several motivational theories of physical activity (Biddle, 1997). In competence motivation theory (Harter, 1982), for example, self-perceptions and/or perceptions of competence are considered important predictors of volitional behaviors such as physical activity. ...
Objectives: The Children and Youth Physical Self-Perception Profile (CY-PSPP) is widely used to study children’s physical self-perceptions and potential influences on physical activity and other psychosocial constructs. Previous studies have supported the overall utility of the CY-PSPP with adolescent children but the validity and utility of the instrument has not been established for younger children. The purpose of this study was to test the proposed hierarchical relationships of the CY-PSPP among a large sample of young children. A secondary purpose was to examine the construct and predictive validity of the CY-PSPP subdomains.Design: Cross-sectional.Methods: Children (n=754) completed the CY-PSPP instrument and the Physical Activity Questionnaire for Children (PAQ-C) during physical education class. Health-related fitness measures were obtained from the FITNESSGRAM test battery. Structural equation modeling was conducted to assess the factor structure of the measurement model and the relationships among the CY-PSPP domains. Sequential multigroup covariance analyses was used to examine gender equivalence of the instrument and correlation analyses were used to examine construct and predictive validity.Results: CFA supported the factorial validity of the CY-PSPP model and revealed no invariance between genders. Correlations between CY-PSPP domains and measures of fitness were moderate and exhibited the expected pattern of relationships. Each of the CY-PSPP domains was also significantly correlated with physical activity.Conclusions: The CY-PSPP provides a useful way to study the nature and impact of physical self-perception in young children.
... Including the results reported here, there is sufficient evidence now to show that the effect of perceived competence is inconsistent (see, for example, Vlachopoulos and Biddle, 1997). This inconsistency may be a reflection of the variety of measures of perceived competence used across research studies, which differ in their emphasis on self-or normativelyreferenced ability (Biddle, 1997). Although it was not the purpose of Studies 2 and 3 to be direct tests of goal perspectives theory, the results suggest that the influence of perceived competence appears more complex than sometimes acknowledged in similar research. ...
... Including the results reported here, there is sufficient evidence now to show that the effect of perceived competence is inconsistent (see, for example, Vlachopoulos and Biddle, 1997). This inconsistency may be a reflection of the variety of measures of perceived competence used across research studies, which differ in their emphasis on self-or normativelyreferenced ability (Biddle, 1997). Although it was not the purpose of Studies 2 and 3 to be direct tests of goal perspectives theory, the results suggest that the influence of perceived competence appears more complex than sometimes acknowledged in similar research. ...
... Deci and 255 Ryan (1985) proposed a motivational continuum along which different types of extrinsically and 256 intrinsically regulated behaviour can be located between extrinsic and intrinsic motivation. Self-257 determination theory focuses on the process of internalization and the way in which people 258 move from being extrinsically motivated to intrinsically motivated (Biddle, 1997). At the start of 259 her programme Lynda was motivated by internalized controlling factors that led her to feel that The internal conflict between desiring more time for themselves, and feeling guilty about tak-367 ing time for self has been reported elsewhere (Drew, 1996). ...
Objective: Research has focused on exercise cognitions, including exercise self-identity, physical self-concept, exercise self-schemata and physical self-perceptions as important yet potentially overlapping concepts. Evidence suggests that these constructs help differentiate between physically active and inactive individuals, and also change in response to exercise programmes. Further qualitative research is needed to understand how a physical activity intervention for inactive older individuals influences physical self-cognitions over time.Method: Interpretivist study employing semi-structured, repeated interviews to identify changes in exercise cognitions. Fifteen women (43–77 years) were interviewed at various points both during and following their primary care referral to a 10 week community exercise intervention. Data were subsequently used from eight participants who provided particularly rich data.Results: Many of the women in this study demonstrated a change in their sense of exercise identity over time. The results reflected themes of the meaning of an exercise identity, influences on developing an exercise identity, “it gets you back into life”, and, time to change self-cognitions. Mechanisms implicated in developing an exercise identity included feelings of achievement, control, a sense of belonging, and social interaction. In time, the participants noted changes in social (caring) and domestic (physical activity) priorities: guilt-free exercise sessions became part of their weekly routines. The additional identity as an exerciser was associated with feelings of empowerment and well being.Conclusion: This qualitative approach provides new findings on how middle aged and older women build an exercise identity and resolve conflict with respect to competing roles and identities.
... exercise; self-esteem; physical activity; psychology Self-esteem plays a key role in the explanation of human behavior and represents an important indicator of emotional and social adjustment (Fox, 2000;Sonstroem & Potts, 1996). People with higher levels of self-esteem appear to be more emotionally stable and more resilient to stress, possess higher motivation, strive to pursue more difficult goals and persist in achieving those goals (Biddle, 1997). People low in self-esteem, on the other hand, seem to be more susceptible to negative affect such as depression, anxiety, body dissatisfaction, eating disorders and suicidal tendencies (Davis, 1997;Harter, 1996;Hattie, 1992). ...
This 2-year prospective study examined the exercise and self-esteem model in middle-aged women (N = 143) previously enrolled in a randomized controlled exercise trial. Across the 2-year period, increases in physical activity (PA) and self-efficacy and reductions in body mass index (BMI) were associated with improved subdomain self-perceptions relative to physical condition, and reductions in BMI were associated with improved subdomain self-perceptions relative to physical condition and body attractiveness. The effects of PA, self-efficacy, and BMI on changes in physical self-worth and global self-esteem were mediated by changes in self-perceptions relative to physical condition and body attractiveness. The results of this longitudinal analysis support the hierarchical and multidimensional structure of self-esteem and indicate that middle-aged women can enhance how they perceive their condition and body attractiveness by continued participation in physical activity, increasing their self-efficacy, and maintaining healthy BMI levels.
... An important aspect of motivation to perform is the increase of the feeling of one's own value and the experience of pride in one's own performance. Biddle (1997) and Roberts (2001) confi rm this theory and add that people are motivated to participate in activities in those areas of life where they experience positive feelings of competence and self effi cacy. If people perceive themselves as being successful in activities they do, they are more motivated to fulfi ll their dreams and meet their goals. ...
BACKGROUND: Among the key factors which influence the quality of experiences in middle and late adulthood are physical health and bodily changes. Females are tuned positively to introducing changes in lifestyle (incl. physical activity). The motivation to participate in physical activity is influenced by the way how women perceive themselves, especially in terms of bodily self perception. OBJECTIVE: This study examines the associations between perceived life satisfaction, the type of individual set goals, and satisfaction with bodily self concept as related to physical activity. METHODS: The study examined factors influencing the motivation to adopt physical activity in a sample of 41 females in middle and late adulthood (aged 40–65). The methods applied were the Life Satisfaction Questionnaire (LSQ) and the Monitoring of Motivational Factors and Bodily Self concept (Monitoring) in the course of the six-month regular performance of physical activity (hereinafter PA). RESULTS: Identifying body shape goals goes along with their reaching for the support of an increase in one's satisfaction with bodily self-perception. The regular physical activity of these women positively influenced their perceived well being, too. Non body shape goals do not have any clear relationship to the perception of individual well-being and bodily self perception. More than one factor has an influence on the increasing well being of exercising women than only just regular physical activity. No significant associations between the perceived level of life satisfaction and personal satisfaction with bodily self perception was found. CONCLUSIONS: The study has confirmed the significance of internalized individual goals for motivation to practice regular PA, which reflect themselves in the experiences and feelings of satisfaction with their physical and mental state in women of middle and late adulthood. To indentify the factors motivating women to take up physical activity, the multidimensional approach needs to be applied. [VÝCHODISKA: Jedním z klíčových faktorů ovlivňujících prožitkovou kvalitu období střední a pozdní dospělosti jsou fyzické zdraví a tělesné změny. Zvyšuje se ochota změnit a přijmout zdravější životní styl (včetně pohybové aktivity). Motivaci k pohybové aktivitě ovlivňuje u žen to, jak vnímají sebe sama v otázkách vzhledu. CÍLE: Studie se zaměřuje na vztah mezi subjektivně vnímanou životní spokojeností, druhem individuálně stanovených cílů a spokojeností s tělesným sebepojetím, souvisejícím s pohybovou aktivitou. METODIKA: Práce zkoumá v souboru 41 žen ve věku střední a pozdní dospělosti (40–65 let) faktory ovlivňující právě motivaci k pohybové aktivitě. Byly užity metody Dotazník životní spokojenosti (DŽS) a dotazník monitorující faktory tělesného sebepojetí (Monitoring) v průběhu šestiměsíční pravidelné pohybové aktivity (PPA). VÝSLEDKY: Stanovení "body shape" cílů vede prostřednictvím jejich dosažení ke zvýšení spokojenosti s tělesným vzhledem. Pohybová aktivita takto orientovaných žen ovlivňuje pozitivně také vnímání jejich well being. Non body shape cíle nemají jednoznačný vztah k vnímání well being a tělesného vzhledu. Na zvýšení well being cvičících žen s non body shape cíli se podílí více faktorů. Neprokázal se jednoznačně statisticky významný vztah mezi vnímanou úrovní životní spokojenosti a spokojeností s tělesným vzhledem. ZÁVĚRY: Studie podpořila význam zvnitřněných individualizovaných cílů pro motivaci k pravidelné PA, které se promítají do prožitkové oblasti a pocitů spokojenosti s fyzickým a duševním stavem žen ve věku střední a pozdní dospělosti. Pro mapování faktorů motivace těchto žen k PA je nezbytný multidimenzionální přístup.]
... En efecto, como ha podido demostrar Schunk (1995), independientemente del dominio objetivo que una persona posee sobre una determinada actividad, la auto-eficacia percibida es un buen predictor de la motivación y del rendimiento. Por supuesto que, como indica Biddle (1997), el individuo es consciente de los ámbitos en los que puede plantear dichas metas. Es decir, un individuo se siente motivado para la acción en aquellos ámbitos de su vida en los que se percibe capaz, mientras que su nivel de motivación será menor en aquellos otros ámbitos en los que no se percibe tan capaz. ...
... Perceptions of competence are central to motivated behaviour, although the way people construe competence needs to be accounted for (Biddle, 1997a). In addition, a key motivational construct is that of intrinsic motivation. ...
This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (self-referenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (other-person, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and self-improvement notions of ability as well as perceived competence.
هدفت الدراسة الحالية إلى تقصي الخصائص السيكومترية لمقياس دوافع استخدام مواقع التواصل الاجتماعي لدى طلبة الجامعات العمانية، على عينة مكونة من (1083) طالباً وطالبةً من مختلف الجامعات العمانية، باستخدام المنهج الوصفي السيكومتري، أشارت نتائج الدراسة إلى تمتّع المقياس بخصائص سيكومترية جيدة، إذ كان لفقرات المقياس قدرة تمييزية مرتفعة تراوحت بين (0.44-0.71)، ومعاملات ثبات اتساق داخلي جيدة لأبعاده تراوحت بين (0.79-0.88)، وخلصت نتائج التحليل العاملي الاستكشافي، لوجود ثلاث عوامل تفسر الأداء على المقياس، هي: الدوافع الأكاديمية، الدوافع النفسية الاجتماعية، الدوافع الاقتصادية، إذ فسّرت هذه العوامل ما يقارب (51%) من الأداء على المقياس، وأكدت نتائج التحليل العاملي التوكيدي على استقرار البنية العاملية للمقياس، وكذلك تراوحت دلالات الثبات المركب لأبعاد المقياس بين (0.78-0.89)، وكانت دلالات الصدق التقاربي، والصدق التباعدي مقبولة لأبعاد المقياس داخل البناء العاملي له، وأظهرت النتائج أن أكثر الدوافع شيوعاً لاستخدام مواقع التواصل الاجتماعي لدى طلبة الجامعات العمانية هي الدوافع الأكاديمية، تليها الدوافع النفسية الاجتماعية، ثم الدوافع الاقتصادية، وأوصت الدراسة باستخدام المقياس من قبل الباحثين والمهتمين لما يتمتع به من خصائص سيكومترية جيدة.
The study aims to verify the psychometric characteristics of the scale of motivation for using social media sites among Omani university students. The descriptive research methodology was used. The study sample consisted of (1083) students from various Omani universities. The internal consistency of the items was also validated through statistically significant correlation coefficients between item score and total score ranging between (0.44-0.71), and good internal consistency coefficients for its dimensions ranged between (0.79-0.88), and the results of the exploratory factor analysis concluded three factors that explain performance on the scale: academic motives, psychological-social motives, and economic motives. The factors are approximately (51%) of the performance on the scale. The results of the confirmatory factor analysis confirmed the stability of the underlying structure of the scale. The Composite Reliability of the dimensions of the scale ranged between (0.78-0.89), and the indications of convergent and Discriminant validity were acceptable for the dimensions. The results showed that the most common motives for using social media sites among Omani university students are academic motives, followed by psychosocial motives, then economic motives. The study recommended the use of the scale by researchers and those interested because of its good psychometric properties.
The purpose of this study was to understand the homework type assigned by elementary teachers by analyzing there three task values that were mediators between teaching style and homework type. A total of 301 valid questionnaires, 76 males and 225 females, were received. Scales used in this study were "Teaching Style Scale", "Homework Task Value Scale", and "Homework Inventory Survey" to gather independent, mediation and dependent variables. Hierarchical regression analysis proved that the mediation function about task value. The results of this study indicated that: (1) Utility value was partly mediated between teaching style and knowledge & competence homework. (2) Interest value and cost were mediated between teaching style and character-education homework. (3) Utility value and cost were partly mediated between teaching style and statically operational homework. (4) Interest, utility value, and cost were partly mediated between teaching style and dynamically operational homework. But utility value had a negative relationship. Therefore, when teachers designed different styles of homework, they had different task valued. In the future, if we should enrich and diversify the homework, emphasize student life and competence, and consider parental contribution, we could increase the chance of dialogue, enhance communication, and increase imitation among teacher peers.
This work aims at reassessing classical conceptions of personality traits and states as well as variability related to global self-esteem and physical self, from an idiographic and dynamic approach. This research emphasizes the iterative functioning for adults which corresponds to a simple exponential smoothing model thought as a dynamical adjustment. Moreover, time series are characterized by a fractal process (pink noise) which suggests that the self can be conceived as a complex dynamical system. These conclusions led us reinvestigating the hierarchical structure of global self-esteem and physical self, as well as its functioning using time series analysis. Surpassing recurrent limitations of classical approaches, the application of Dynamical Systems Theory allows providing new insights concerning the mechanisms by which dimensions are interconnected and especially the direction of the causal flow in the model. In conclusion, we provide a heuristic for theory construction, methodology perspectives and clinical applications.
El presente estudio ha tenido como principal objetivo la adaptación de la versión española del Test de Motivación de Logro para el Aprendizaje en Educación Física (AMPET). Esta adaptación supuso la inclusión de una nueva dimensión que permitiera que la competencia motriz percibida pudiera ser analizada desde dos perspectivas, una autopercibida y la comparada con los demás. Se presentan dos estudios. En el primero mediante AFE se exploró la estructura factorial de 4 dimensiones prevista teóricamente. El segundo estudio sirvió para confirmar el modelo mediante un AFC que ofreció cuatro factores, buen ajuste y coeficientes de fiabilidad iguales o superiores a .70 en cada una de las dimensiones obtenidas.
The present study had as main objective to adapt the Spanish version of the Test of Achievement Motivation for Learning in Physical Education (AMPETe). This adaptation led to the inclusion of a new dimension that would allow the perceived motor competence to be analyzed from two perspectives, one self-perceived and the second, in comparison to others. Two studies are presented. In the first through the EFA a 4-dimensional factor theoretical structure was explored. The second study was used to confirm the model by an CFA that showed a four factor structure with proper adjustment and reliability coefficients equal to or higher than .70 in each of the dimensions obtained.
A considerable literature relating to exercise participation, attrition and dropout has accumulated since the 1970s. At the same time, there have been few attempts to integrate this literature through the development of holistic models. The model presented in this paper represents participation in both organised sport and physical exercise as a dynamic, cognitive-behavioural staged process, implicating decision-making processes, structural barriers and facilitators, participation itself, rewards and finally evaluation. Through each stage, the model brings together numerous intrinsic and extrinsic factors, all of which have been cited in previous research in relation to sport and exercise participation, in attempting to understand the alternative pathways through which individuals either drop-out from or maintain exercise regimes.
The purpose of this study was to examine the relationships between university students' sport practice and the way they perceived themselves and their lives. Participated in this investigation 2284 male and female students, with ages between 18 and 30 years (M = 21.87 ±2.37), who filled out a questionnaire to assess their levels of sport practice, as well the Portuguese versions of the Physical Self-Perception Profile (Fox & Corbin, 1989), the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), the Satisfaction With Life Scale (Diener, Emmons, Larsen, & Griffin, 1985) and the Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988). Overall, the analysis of the results showed that students who were more physically confident and evaluated their lives more positively did sport more regularly; however, results also showed that students who reported lower levels of physical strength and self-esteem practiced sport more regularly than their peers.
A presente investigação analisou as relações entre a prática desportiva de estudantes universitários e o modo como estes se percepcionavam a si próprios e às suas vidas. Participaram nesta investigação 2284 estudantes de ambos os sexos, com idades entre os 18 e os 30 anos (M = 21,87 ±2,37), que preencheram um questionário sobre a sua prática desportiva, bem como versões portuguesas do Physical Self-Perception Profile (Fox & Corbin, 1989), da Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), da Satisfaction With Life Scale (Diener, Emmons, Larsen, & Griffin, 1985) e da Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988). Em geral, a análise dos resultados revelou que os indivíduos que possuíam mais confiança física e que avaliavam a sua vida mais positivamente praticavam desporto mais regularmente; porém, verificou-se igualmente que quem se percebia menos forte fisicamente e tinha uma auto-estima mais baixa também praticava desporto mais regularmente do que os pares.
The purpose of this study was to examine adolescents' physical self-perceptions and their associations with physical activity using a longitudinal perspective. Utilizing data from the Physical Activity in Scottish Schoolchildren (PASS) study, changes in exercise self-efficacy, perceived competence, global self-esteem and physical self-worth were assessed among a sample of 641 Scottish adolescents from age 11-15 years. Girls reported lower levels of perceived competence, self-esteem and physical self-worth than boys at each age. Furthermore, girls' physical self-perceptions decreased markedly over time. Among boys, only perceived competence decreased, while global self-esteem increased. Baseline physical activity was a significant predictor of later activity levels for both genders. Findings demonstrate the importance of physical self-perceptions in relation to physical activity behavior among adolescents. Among older boys, high perceived competence increased the odds of being active by 3.8 times. Among older girls, high exercise self-efficacy increased the odds of being active by 5.2 times. There is a need for early interventions which promote increased physical literacy and confidence, particularly among girls.
Purpose
Domain and sub‐domain physical self‐perceptions have been associated with adolescent moderate intensity physical activity although the association with different types of adolescent moderate intensity physical activity remains unclear. This study seeks to examine the relationship between personal self‐perceptions and adolescent sport/exercise and lifestyle moderate intensity physical activity frequency.
Design/methodology/approach
A total of 122, 13‐to‐14 year‐old, English adolescents from Leeds, West Yorkshire (58 boys and 64 girls) had their personal self‐perceptions, sport/exercise and lifestyle moderate intensity physical activity assessed.
Findings
No significant positive relationships were found between boys' personal self‐perceptions and lifestyle moderate intensity physical activity. However, a range of weak ( r = 0.34‐0.42) but significant relationships ( p < 0.01) were found between personal self perceptions and boys' sport/exercise frequency. In contrast, only perceptions of strength competence were significantly related to girls' sport/exercise frequencies ( r = 0.28; p < 0.05), while all personal self perceptions scales were significantly related to girls' lifestyle moderate intensity physical activity ( r = 0.26‐0.32; p < 0.05).
Research limitations/implications
The use of correlation analyses by this study placed limitations on the extent to which cause‐effect relationships were established. Furthermore, girls' sport/exercise was poorly distributed, which may have led to the non‐significant relationship found between this activity type and personal self‐perceptions. The presence of a significant relationship between these two variables should therefore not be discounted.
Originality/value
This study seems to be the first to investigate and identify variations in the personal self‐perceptions – moderate intensity physical activity relationship relative to activity type. Although more research is required, findings have implications for practitioners aiming to tailor physical activity interventions to this group and researchers aiming to match specific correlates to different types of adolescent physical activity.
Throughout the developed world there is an increasing prevalence of childhood obesity. Because of this increase, and awareness of the risks to long term health that childhood obesity presents, the phenomena is now described by many as a global epidemic.
Children, Obesity and Exercise provides sport, exercise and medicine students and professionals with an accessible and practical guide to understanding and managing childhood and adolescent obesity. It covers:
overweight, obesity and body composition;
physical activity, growth and development;
psycho-social aspects of childhood obesity;
physical activity behaviours;
eating behaviours;
measuring children's behaviour;
interventions for prevention and management of childhood obesity.
Children, Obesity and Exercise addresses the need for authoritative advice and innovative approaches to the prevention and management of this chronic problem.
ResearchGate has not been able to resolve any references for this publication.