Impact of an intervention program based on self-determination theory on basic psychological needs, intention to be physically active and life satisfaction of high school studentsA longitudinal study

Referències bibliogràfiques

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. https://doi.org/10.1080/10410236.2018.1493416
• Amado, D., Del Villar, F., Leo, F. M., Sánchez-Oliva, D., Sánchez-Miguel, P. A., & García-Calvo, T. (2014). Effect of a multi-dimensional intervention programme on the motivation of physical education students. PLoS ONE, 9(1), e85275. https://doi.org/10.1371/journal.pone.0085275
• Atienza, F. L., Pons, D., Isabel Balaguer, & García-Merita, M. (2000). Propiedades psicométricas de la escala de satisfacción con la vida en adolescentes. Psicothema, 12(2), 314–319.
• Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., & Lubans, D. R. (2014). Physical activity and physical self-concept in youth: Systematic review and meta-analysis. Sports Medicine, 44(11), 1589–1601. https://doi.org/10.1007/s40279-014-0229-z
• Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., &Vlachopoulos, S. (2018). Beware of your teaching style: A school-yearlong investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63. https://doi.org/10.1016/j.learninstruc.2017.07.006
• Blanca, M. J., Alarcón, R., & Arnau, J. (2017). Non-normal data: Is ANOVA still a valid option? Psicothema, 29(4), 552–557. https://doi.org/10.7334/psicothema2016.383
• Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
• Brunet, J., & Sabiston, C. M. (2009). Social physique anxiety and physical activity: A self-determination theory perspective. Psychology of Sport and Exercise, 10(3), 329–335. https://doi.org/10.1016/j.psychsport.2008.11.002
• Burgueño, R., García-González, L., Abós, A. & Sevil, J. (2022). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2022.2028757
• Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365–396. https://doi.org/10.1123/jsep.34.3.365
• Cid, L., Pires, A., Borrego, C., Duarte-Mendes, P., Teixeira, D. S., Moutão, J. M., & Monteiro, D. (2019). Motivational determinants of physical education grades and the intention to practice sport in the future. PLoS ONE, 14(5), e0217218. https://doi.org/10.1371/journal.pone.0217218
• Claver, F., Martínez-Aranda, L. M., Conejero, M., & Gil-Arias, A. (2020). Motivation, discipline, and academic performance in physical education: A holistic approach from achievement goal and self-determination theories. Frontiers in Psychology, 11, 1808. https://doi.org/10.3389/fpsyg.2020.01808
• De Looze, M., Elgar, F. J., Currie, C., Kolip, P., & Stevens, G. W. J. M. (2019). Gender inequality and sex differences in physical fighting, physical activity, and injury among adolescents across 36 countries. Journal of Adolescent Health, 64(5), 657–663. https://doi.org/10.1016/j.jadohealth.2018.11.007
• Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108
• Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
• Deci, E. L., & Ryan, R. M. (2004). Handbook of self-determination research (Softcover edition). University of Rochester Press.
• Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1–11. https://doi.org/10.1007/s10902-006-9018-1
• Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building Autonomous Learners (pp. 9–29). Springer Singapore.
• Doshybekov, A., Absatova, M., Yerzhigit, K., Yermakhanov, B., Galymzhan, K., & Çar, B. (2024). Construir a los campeones del mañana: Una visión de la educación olímpica en la escuela a través de la prospectiva virtual y la elaboración de perfiles de aptitud física específicos para cada deporte (Building tomorrow's champions: A vision for olympic education at the school level through virtual foresight and sport-specific fitness profiling). Retos, 54, 46-56.https://doi.org/10.47197/retos.v54.103536
• Dunton, G. F., Do, B., & Wang, S. D. (2020). Early effects of the COVID-19 pandemic on physical activity and sedentary behavior in children living in the U.S. BMC Public Health, 20(1), 1351. https://doi.org/10.1186/s12889-020-09429-3
• Franco, E., Coterón, J., & Gómez, V. (2017). Promoción de la actividad física en adolescentes: Rol de la motivación y autoestima. PSIENCIA. Revista Latinoamericana de Ciencia Psicológica, 9(2), 1–15. https://doi.org/10.5872/psiencia/9.2.24
• García-Pérez, A., Ramírez-Arrabal, V., Rojas-Cepero, I., & Caracuel-Cáliz, R. F. (2024). El alumnado de educación primaria promotor de salud a través de la investigación en el área de educación física (Primary school students promoting health through research in the area of physical education). Retos, 55, 327-338.https://doi.org/10.47197/retos.v55.101545
• González-Cutre, D., Ferriz, R., Beltrán-Carrillo, V. J., Andrés-Fabra, J. A., Montero-Carretero, C., Cervelló, E., & Moreno-Murcia, J. A. (2014). Promotion of autonomy for participation in physical activity: A study based on the trans-contextual model of motivation. Educational Psychology, 34(3), 367–384. https://doi.org/10.1080/01443410.2013.817325
• Guo, L., & Liang, L. (2023). Physical activity as a causal variable for adolescent resilience levels: A cross-lagged analysis. Frontiers in Psychology, 14, 1095999. https://doi.org/10.3389/fpsyg.2023.1095999
• Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1·6 million participants. The Lancet Child & Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2
• Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
• Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. https://doi.org/10.1123/jtpe.2013-0141
• Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and Its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5–19. https://doi.org/10.1177/1356336X04040618
• Huéscar, E., Moreno-Murcia, J. A., Domenech, J. F., & Núñez, J. L. (2020). Effects of an autonomy-supportive physical activity program for compensatory care students during recess time. Frontiers in Psychology, 10, 3091. https://doi.org/10.3389/fpsyg.2019.03091
• Hossain, M. M., Tasnim, S., Sultana, A., Faizah, F., Mazumder, H., Zou, L., McKyer, E. L. J., Ahmed, H. U., & Ma, P. (2020). Epidemiology of mental health problems in COVID-19: A review. F1000Research, 9, 636. https://doi.org/10.12688/f1000research.24457.1
• Krause, A. E., North, A. C., & Davidson, J. W. (2019). Using self-determination theory to examine musical participation and well-being. Frontiers in Psychology, 10, 405. https://doi.org/10.3389/fpsyg.2019.00405
• Kang, S., Lee, K., & Kwon, S. (2020). Basic psychological needs, exercise intention and sport commitment as predictors of recreational sport participants’ exercise adherence. Psychology &Health, 35(8), 916-932.https://doi.org/10.1080/08870446.2019.1699089
• Lamoneda, J., & Huertas, J. (2019). Necesidades psicológicas básicas, organización deportiva y niveles de actividad física en escolares. Revista de Psicología del Deporte, 28(1), 115–124.
• Leversen, I., Danielsen, A. G., Birkeland, M. S., &Samdal, O. (2012). Basic psychological need satisfaction in leisure activities and adolescents’ life satisfaction. Journal of Youth and Adolescence, 41(12), 1588–1599. https://doi.org/10.1007/s10964-012-9776-5
• Longo, Y., Alcaraz-Ibáñez, M., & Sicilia, A. (2018). Evidence supporting need satisfaction and frustration as two distinguishable constructs. Psicothema, 30(1), 74–81. https://doi.org/10.7334/psicothema2016.367
• Martín-Albo, J., Núñez, J. L., Navarro, G., &Grijalvo, F. (2009). Un modelo motivacional explicativo del bienestar psicológico en la universidad. Revista Mexicana de Psicología, 26(1), 41–50.
• McDavid, L., McDonough, M. H., Blankenship, B. T., & LeBreton, J. M. (2017). A test of basic psychological needs theory in a physical-activity-based program for underserved youth. Journal of Sport and Exercise Psychology, 39(1), 29–42. https://doi.org/10.1123/jsep.2016-0038
• Mercier, K., Centeio, E., Garn, A., Erwin, H., Marttinen, R., & Foley, J. (2021). Physical education teachers’ experiences with remote instruction during the initial phase of the COVID-19 pandemic. Journal of Teaching in Physical Education, 40(2), 337–342. https://doi.org/10.1123/jtpe.2020-0272
• Moreno, J. A., Moreno, R., & Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261–267.
• Morillo-Baro, J. P., Reigal Garrido, R. E., & Hernández-Mendo, A. (2018). Motivational orientation, autonomy support and psychological needs in beach handball. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 18(69), 103-117. https://doi.org/10.15366/rimcafd2018.69.007
• Nader, P. R. (2008). Moderate-to-vigorous physical activity from ages 9 to 15 years. JAMA, 300(3), 295. https://doi.org/10.1001/jama.300.3.295
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Harvard University Press.
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
• Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7(2), 194–202. https://doi.org/10.1177/1477878509104324
• Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. (2021). A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health. Health psychology review, 15(2), 214-244.https://doi.org/10.1080/17437199.2020.1718529
• Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Für Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
• Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
• Savage, M. J., Hennis, P. J., Magistro, D., Donaldson, J., Healy, L. C., & James, R. M. (2021). Nine months into the COVID-19 pandemic: A Longitudinal study showing mental health and movement behaviours are impaired in UK students. International Journal of Environmental Research and Public Health, 18(6), 2930. https://doi.org/10.3390/ijerph18062930
• Shen, B., McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44–53. https://doi.org/10.1080/02701367.2009.10599528
• Standage, M., & Ryan, R. M. (2012). Self-determination theory and exercise motivation: Facilitating self-regulatory processes to support and maintain health and well-being. In G. C. Roberts & D. C. Treasure (Eds.), Advances in Motivation in Sport and Exercise (3a, pp. 233–270). Human Kinetics.
• Santurio, J. I. M., & Fernández-Río, J. (2017). Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física. Retos, 32, 134-139. https://doi.org/10.47197/retos.v0i32.52385
• Tao, K., Liu, W., Xiong, S., Ken, L., Zeng, N., Peng, Q., Yan, X., Wang, J., Wu, Y., Lei, M., Li, X., & Gao, Z. (2019). Associations between self-determined motivation, accelerometer-determined physical activity, and quality of life in Chinese college students. International Journal of Environmental Research and Public Health, 16(16), 2941. https://doi.org/10.3390/ijerph16162941
• Taylor, I. M., & Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport and Exercise Psychology, 32(5), 655–673. https://doi.org/10.1123/jsep.32.5.655
• Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., López-Liria, R., & Álvarez, J. F. (2019). Influence of physical education teachers on motivation, embarrassment and the intention of being physically active during adolescence. International Journal of Environmental Research and Public Health, 16(13), 2295. https://doi.org/10.3390/ijerph16132295
• Trigueros, R., Mínguez, L. A., González-Bernal, J. J., Jahouh, M., Soto-Camara, R., & Aguilar-Parra, J. M. (2019). Influence of teaching style on physical education adolescents’ motivation and health-related lifestyle. Nutrients, 11(11), 2594. https://doi.org/10.3390/nu11112594
• Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and emotion, 44(1), 1-31. https://doi.org/10.1007/s11031-019-09818-1
• Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
• Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The basic psychological needs in exercise scale. Measurement in Physical Education and Exercise Science, 10(3), 179–201. https://doi.org/10.1207/s15327841mpee1003_4
• Webster, C. A., D’Agostino, E., Urtel, M., McMullen, J., Culp, B., EganLoiacono, C. A., & Killian, C. (2021). Physical education in the COVID era: Considerations for online program delivery using the comprehensive school physical activity program framework. Journal of Teaching in Physical Education, 40(2), 327–336. https://doi.org/10.1123/jtpe.2020-0182
• Wolf, S., Seiffer, B., Zeibig, J. M., Welkerling, J., Brokmeier, L., Atrott, B., Ehring, T., & Schuch, F. B. (2021). Is physical activity associated with less depression and anxiety during the COVID-19 pandemic? A rapid systematic review. Sports Medicine, 51(8), 1771-1783. https://doi.org/10.1007/s40279-021-01468-z
• Xiang, M., Zhang, Z., & Kuwahara, K. (2020). Impact of COVID-19 pandemic on children and adolescents’ lifestyle behavior larger than expected. Progress in Cardiovascular Diseases, 63(4), 531–532. https://doi.org/10.1016/j.pcad.2020.04.013
• Yli-Piipari, S., Watt, A., Jaakkola, T., Liukkonen, J., & Nurmi, J.-E. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science & Medicine, 8(3), 327–336.