An explanatory model of the relationships between sport motivation, anxiety and physical and social self-concept in educational sciences students

Abstract

Motivation plays a key role in the physical-sports field, in the control of disruptive states and in the mental image that people have of themselves. In view of the above, the present study reflects the objectives of identifying and establishing the relationship between sport motivation, anxiety, physical self-concept and social self-concept, broken down into (a) developing an explanatory model of sport motivation and its relationship with anxiety and social and physical self-concept and (b) contrasting the structural model by means of a multi-group analysis according to sex. To this end, a quantitative, non-experimental (ex post facto), comparative and cross-sectional study was carried out on a sample of 556 students (23.06 ± 6.23). The instruments used were an ad hoc questionnaire, the Spanish version of the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), the Beck Anxiety Inventory (BAI) and the Self-Concept Form-5. The results show that the male sex orients sport motivation towards climate, obtaining higher levels of anxiety, however, the female sex, anxiety has a negative impact on the development of social self-concept. In conclusion, it can be affirmed that gender is a fundamental factor in the orientation of sport practice, as well as the development of anxiety and physical and social self-concept.

Resilience, Stress, and Burnout Syndrome According to Study Hours in Spanish Public Education School Teacher Applicants: An Explanatory Model as a Function of Weekly Physical Activity Practice Time

“…Regarding the effect of sports practice on burnout syndrome, it was observed that participants who practiced more than 3 h of physical activity showed lower scores in emotional exhaustion and depersonalization, with this group showing higher scores in personal fulfillment. The results obtained in the present study are supported by numerous studies [ 38 , 39 ], stating that the regular practice of physical exercise brings numerous benefits at a mental level [ 40 , 41 , 42 ], due to the secretion of neurotransmitters such as serotonin and dopamine [ 16 ]. It was also found that lifestyles that are not very active from a physical sports point of view are related to the presence of a negative personal image [ 43 ].…”

Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical education teachers

“…Attending Serrano-Parra et al [33] this construct can be categorized into low resilience (first quartile), moderate resilience (second and third quartile), and high resilience (fourth quartile). This scale is divided into five dimensions: (a) Factor 1 reflects the notion of personal competence, high standards and tenacity (PECT) composed of Items 10,11,12,16,17,23,24,25; (b) Factor 2 is related to confidence in one's instincts, tolerance to negative effects and strengthening of the stress effects (TTE) composed of Items 6,7,14,15,18,19,20 The original version [32] obtained good results with a Cronbach's alpha of 0.89 and a test-retest reliability of 0.87 in the general population. In the study by Serrano-Parra et al [33], the general reliability was α = 0.906 and obtained different values for each dimension: selfefficacy-tenacity, α = 0.822; tolerance-strengthening, α = 0.677; acceptance and safe relationships, α = 0.677; control and purpose, α = 0.699; spirituality, α = 0.344.…”

“…Physical activity is associated with health promotion on the physical, psychosocial, cognitive, and emotional levels [11,12]. Studies showed that physical activity is a priority element in today's society, with special importance in social and health policies [13,14]. Specifically, physical activity has been considered an essential tool that directly affects the quality of life and presents psychosocial benefits in teaching professionals [15][16][17].…”

Dynamic Interactive Model of Sport Motivation

“…Although achievement goal theory and the self-determination theory were published decades ago, they are still dominant theories in scientific explanation of a latent construct of motivation in sport [ 39 ]. Modern integrative hierarchical and multidimensional models of motivation in sport are based on these two basic theories [ 40 ].…”