Agentes sociales de la comunidad educativa, satisfacción de novedad y actividad física

  1. Ferriz, Roberto 1
  2. González-Cutre, David 2
  3. Balaguer-Giménez, Jennifer 1
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Journal:
Cultura, ciencia y deporte

ISSN: 1696-5043

Year of publication: 2020

Issue Title: Nuevos retos y perspectivas de investigación en Educación Física

Volume: 15

Issue: 46

Pages: 519-528

Type: Article

DOI: 10.12800/CCD.V15I46.1602 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Cultura, ciencia y deporte

Abstract

Based on self-determination theory (SDT), the present study aimed to investigate whether adolescents’ perception of autonomy support to adopt a healthy lifestyle from their class tutor, family, peers, and physical education teacher was related to adolescents’ self-reported moderate-to-vigorous physical activity (MVPA). The role played by perceived basic psychological need satisfaction, novelty need satisfaction and self-determined motivation towards a healthy lifestyle was also analyzed. Two hundred and fifteen students (107 boys and 108 girls) from elementary school, aged between 11 to 13 years old (Mage = 11.35 years; SD = .51), answered different SDT-based measures and reported their MVPA. The results of the path analysis revealed that perceived autonomy support from tutor positively predicted novelty need satisfaction, while perceived autonomy support from peers positively predicted novelty need satisfaction and the construct of basic psychological need satisfaction. In turn, both need satisfactions positively predicted self-determined motivation. Perceived autonomy support from peers also positively and directly predicted MVPA in leisure time. This work provides evidence of the contribution of novelty need satisfaction as a construct of SDT and the importance of involving social agents of the educational community to promote MVPA.

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