Effects of Interventions Based on Achievement Goals and Self-Determination Theories on the Intention to Be Physically Active of Physical Education Students: A Systematic Review and Meta-Analysis

Fernández-Espínola, Carlos; Almagro, Bartolomé J.; Tamayo-Fajardo, Javier A.; Pérez, Gema Paramio; Buñuel, Pedro Sáenz-López

doi:10.3390/su142215019

Cited by 7 publications

(9 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings reported the importance of satisfying the BPNs, especially perceived competence, to improve participation rates in invasion sports with health benefits (active lifestyle). In turn, Fernández-Espínola, Almagro, Tamayo-Fajardo, Paramio-Pérez and Saénz-López [4] indicated that the involvement of families could also influence the promotion of physical activity in children and adolescents, therefore, this should be taken into account in future research.…”

Section: Bpnsmentioning

confidence: 99%

“…Interventions based on the Self-Determination Theory could be useful in the process of promotion and adherence to, physical activity [4]. Thus, the satisfaction of three BPNs by students or players leads to an increase in intrinsic motivation, the most self-determined regulation, which causes students or players to engage in a sport modality on their own initiative (e.g., involvement in a sport for pleasure, fun, etc.).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

García-Ceberino¹,

Molina²,

Gamero³

et al. 2023

Preprint

View full text Add to dashboard Cite

The satisfaction of basic psychological needs leads students to engage in a sport modality on their own initiative. In the Spanish public educational system, mixed and heterogeneous, the gender and sport experience of students influence the teaching and motivation of invasion sports. This study investigated whether students' gender and sport experience, and method influence the psychological variables (basic psychological needs and sport adherence) when teaching school soccer and basketball. Furthermore, correlations were calculated between these psychological variables. The study involved 165 fifth and sixth grade students (age, 11.27 ± 0.68 years old) from several Spanish state schools in the same autonomous community. A non-random convenience sample was used. The needs for autonomy, perceived competence and social relationships were measured using the Basic Psychological Needs in Physical Exercise Scale. Sport adherence was measured using the Measure of Intentionality to be Physically Active. A Confirmatory Factor Analysis and Cronbach's alpha were used to analyze the psychometric properties of the scales. Descriptive and inferential analyses were performed with the Mann-Whitney U and Kruskal-Wallis H tests. There were significant differences in the needs for autonomy and perceived competence according to the students’ gender (boys &gt; girls). Attending to sport adherence, there were also significant differences according to the students’ gender (boys &gt; girls) and sport experience (experienced students &gt; inexperienced students). Likewise, a regression analysis (structural equation model) revealed that the autonomy need showed low association with sport adherence. Higher perceived competence (β = 0.52) and social relationships (β = 0.36) were associated with greater adherence to sport (R2 = 0.65). Increased sport adherence will have health benefits.

show abstract

Section: Bpnsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

García-Ceberino¹,

Molina²,

Gamero³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Interventions based on the SDT could be useful in the process of promotion and adherence to PA [4]. Thus, the satisfaction of three BPNs by students or players leads to an increase in intrinsic motivation, the most self-determined regulation, which causes students or players to engage in a sport modality on their own initiative (e.g., involvement in a sport for pleasure, fun, etc.)…”

Section: Introductionmentioning

confidence: 99%

“…One of the reasons for this lack of interest/motivation could be linked to the model applied by the teacher, who in turn should consider the heterogeneity of the group-classes. This type of studies contribute of students contribute to the sustainability of the educational, social and health systems, since they provide knowledge of the influence of psychological variables for the promotion of PA in and out of school [4], with health benefits by avoiding sedentary lifestyles and their consequences. Thus, this study aimed to analyze whether students' gender and sport experience, and teaching model influence the psychological variables (BPNs and adherence to sport) when teaching school soccer and basketball.…”

Section: Introductionmentioning

confidence: 99%

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

et al. 2023

View full text Add to dashboard Cite

The satisfaction of basic psychological needs leads students to engage in a sport modality on their own initiative. In the Spanish public educational system, mixed and heterogeneous, the gender and sport experience of students influence the teaching and motivation of invasion sports. This study investigated whether students’ gender and sport experience, and model influence the psychological variables (basic psychological needs and sport adherence) when teaching school soccer and basketball. Furthermore, correlations were calculated between these psychological variables. The study involved 165 fifth and sixth grade students (Mage, 11.27 ± 0.68 years old) from several Spanish state schools in the same autonomous community. A non-random convenience sample was used. The needs for autonomy, perceived competence and social relationships were measured using the Basic Psychological Needs in Physical Exercise Scale. Sport adherence was measured using the Measure of Intentionality to be Physically Active. A Confirmatory Factor Analysis, Cronbach’s Alpha, Average Variance Extracted and Composite Reliability were used to analyze the psychometric properties of the scales. Descriptive and inferential analyses were obtained after performing a Mixed Linear Model and a Bonferroni Post Hoc. There were significant differences in the autonomy need according to the students’ gender (boys > girls). In addition, boys who learned with the TGA model scored significantly higher than girls on this need. Attending to sport adherence, there were significant differences in favor of experienced students. Likewise, a regression analysis (structural equation model) revealed that the autonomy need showed low association with sport adherence. Higher perceived competence (β = 0.52) and social relationships (β = 0.36) were associated with greater adherence to sport (R2 = 0.65). Teachers’ Knowledge and proper managing basic psychological needs will have educational, social and health benefits, as it will increase the likelihood of physical activity in and out of school.

show abstract

“…There is evidence that achievement goal orientations are modifiable using interventions aimed at the school environment, including whole-school approaches. 14–16 Students’ achievement goal orientations are thought to be influenced by whether schools emphasise learning and personal growth (i.e., mastery goals) or competition and social comparison (i.e., performance goals). 15 Interventions that aim to alter achievement goal orientations have therefore been aimed at school policies, teaching practices and organisational structures, to create environments that promote mastery goals and de-emphasize performance goals 15 .…”

Section: Introductionmentioning

confidence: 99%

The association between academic achievement goals and adolescent depressive symptoms: a prospective cohort study in Australia

Steare,

Lewis,

Lange

et al. 2023

Preprint

View full text Add to dashboard Cite

BackgroundStudents define competence according to the development of their skills and understanding (mastery) or based on comparisons with their peers (performance). Students may aim to achieve the outcome of interest (approach) or to avoid failure of not meeting their definition of competence (avoidance). Achievement goals are linked to adolescents’ cognitions, coping, stress, and potentially depressive symptoms. We conducted the first longitudinal study of the association between achievement goals and depressive symptoms in a nationally representative adolescent sample.MethodsWe analysed data from the Longitudinal Study of Australian Children. Achievement goals were measured at age 12/13, with the primary outcome (depressive symptoms) measured at ages 14/15 and 16/17 (Kindergarten only). Analyses were linear multilevel and traditional regressions, with adjustment for confounders.OutcomesWe included 3,200 and 2,671 participants from the Kindergarten and Baby cohorts, respectively. Higher mastery-approach goals were associated with decreased depressive symptoms (Kindergarten: −0·33 [95%CI: −0·52 to −0·15]; Baby: −0·29, [95%CI: −0·54 to −0·03]), and higher masteryavoidance with increased depressive symptoms (Kindergarten: 0·35, [95%CI: 0·21 to 0·48]; Baby: 0·44 [95%CI: 0·25 to 0·66]). Higher performance-avoidance goals were associated with increased depressive symptoms in the Kindergarten cohort only (Kindergarten: 0·26, [95%CI: 0·11 to 0·41]; Baby: −0·04 [95% CI: −0·27 to 0·19]). We found little evidence of an association between performance-approach goals and depressive symptoms.InterpretationIf associations reflect a causal relationship, school environments that promote mastery-approach goals, could reduce adolescent depressive symptoms.FundingSir Henry Dale Fellowship jointly funded by the Wellcome Trust and the Royal Society (Grant 223248/Z/21/Z).Research in contextEvidence before this studyThe onset of depression commonly occurs in adolescence, with evidence suggesting that the rate of adolescent depression is rising in many countries. Despite the importance of prevention, very few strategies are successful. Modifications to the school environment may lead to improvements in adolescents’ mental health, however there is little awareness over which factors to target. Achievement goals reflect differences in adolescents’ motivation to learn and how they measure their own success, have been linked to adolescents’ cognitions, ways of coping, stress, anxiety, and self-esteem. According to the goal-orientation model of depression vulnerability, they represent a potential risk factor for adolescent depression. Evidence has shown that students achievement goal orientations are influenced by the school environment, and that they are modifiable through targeted intervention. If there is a causal relationship, changing adolescents’ achievement goals may reduce depressive symptoms, however there is a lack of high quality evidence. We searched MEDLINE and PsycInfo from database inception to August 1, 2023 for studies describing the association between achievement goals and depression in adolescents. We used the search terms “achievement goal*” AND “adolescen*” OR “student*” AND “depression”, alongside searches in Google Scholar. We found only one longitudinal study, which used an unrepresentative convenience sample and did not adjust for confounders.Added value of this studyUsing longitudinal data of two nationally representative Australian cohorts, we examined the association between four achievement goal orientations with subsequent depressive symptoms in school-going adolescents. We found longitudinal evidence that mastery-approach, mastery-avoidance, and performance-avoidance goals were moderately associated with depressive symptoms independent of a range of confounders.Implications of all available evidenceOur study highlights that adolescents’ cognitions around learning and success are associated with future mental health outcomes. School environments that promote learning, development and personal growth could therefore reduce adolescent depressive symptoms, if this association were causal. School-based interventions that aim to enhance factors consistent with mastery goals (i.e., learning skills and understanding the subject, rather than assessing competence in comparison to peers) may have success in preventing depression, and trials are therefore warranted.

show abstract

Effects of Interventions Based on Achievement Goals and Self-Determination Theories on the Intention to Be Physically Active of Physical Education Students: A Systematic Review and Meta-Analysis

Cited by 7 publications

References 49 publications

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class

The association between academic achievement goals and adolescent depressive symptoms: a prospective cohort study in Australia

Contact Info

Product

Resources

About