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Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?

Author

Listed:
  • Javier Sevil

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, 22001 Huesca, Spain)

  • Luis García-González

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, 22001 Huesca, Spain)

  • Ángel Abós

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, 22001 Huesca, Spain)

  • Eduardo Generelo Lanaspa

    (Faculty of Health and Sport Sciences, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, 22001 Huesca, Spain)

  • Alberto Aibar Solana

    (Faculty of Social Sciences and Humanities, Department of Didactics of the Musical, Plastic and Corporal Expression, University of Zaragoza, 22003 Huesca, Spain)

Abstract

The first aim of this work was to examine the independent influence of students’ perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students’ motivational outcomes in a LTPA context and PA levels. A sample of 178 secondary students ( M = 13.26 ± 0.64) participated in the study. Autonomy support for LTPA from the PE teacher, mother, father, and peers were the only agents that significantly and positively predicted motivational outcomes in a LTPA context and PA levels. While the two- and three-way interactions of some of these four significant sources significantly increased the explained variance of some motivational outcomes, the plots revealed that the lowest values of motivational outcomes were associated with low values of perceived autonomy support. A cluster analysis revealed five profiles. The “high autonomy support” group reported the most optimal outcomes, whereas the “low autonomy support” group showed the opposite pattern. However, mixed autonomy support profiles did not differ in any of the outcomes. The adoption of a whole-of-school approach seems decisive to empower adolescents to be active in and out of school.

Suggested Citation

  • Javier Sevil & Luis García-González & Ángel Abós & Eduardo Generelo Lanaspa & Alberto Aibar Solana, 2018. "Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?," IJERPH, MDPI, vol. 15(9), pages 1-21, August.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:9:p:1875-:d:166590
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    References listed on IDEAS

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    2. Currie, Candace & Molcho, Michal & Boyce, William & Holstein, Bjørn & Torsheim, Torbjørn & Richter, Matthias, 2008. "Researching health inequalities in adolescents: The development of the Health Behaviour in School-Aged Children (HBSC) Family Affluence Scale," Social Science & Medicine, Elsevier, vol. 66(6), pages 1429-1436, March.
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    Cited by:

    1. Brigita Mieziene & Arunas Emeljanovas & Ilona Tilindiene & Laura Tumynaite & Laima Trinkuniene & Ichiro Kawachi, 2021. "The Direct and Indirect Relationships of Environmental, Interpersonal and Personal Factors with High School Students Physical Activity: An Ecological Approach," IJERPH, MDPI, vol. 18(3), pages 1-16, January.
    2. George Danut Mocanu & Gabriel Murariu & Dan Munteanu, 2021. "The Influence of Socio-Demographic Factors on the Forms of Leisure for the Students at the Faculty of Physical Education and Sports," IJERPH, MDPI, vol. 18(23), pages 1-24, November.
    3. Javier Sevil-Serrano & Alberto Aibar-Solana & Ángel Abós & José Antonio Julián & Luis García-González, 2019. "Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents," IJERPH, MDPI, vol. 16(17), pages 1-14, August.
    4. Young-Jae Kim & Jin-Hoon Jang & Jeong-Hyung Cho, 2020. "High Physical Self-Concept Benefits on School Adjustment of Korean Student-Athletes," IJERPH, MDPI, vol. 17(8), pages 1-11, April.
    5. Man Jiang & Hongli Yu & Juan He & Guoping Qian & Marcin Bialas, 2023. "Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge," Sustainability, MDPI, vol. 15(13), pages 1-16, July.

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