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The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active

Author

Listed:
  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Adolfo J. Cangas

    (Department of Psychology, Hum-760 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • José María Fernández-Batanero

    (Department of Education, University of Seville, 41011 Seville, Spain)

  • Joaquín F. Álvarez

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

Abstract

According to WHO data, only around 20% of adolescents participate in physical activity (PA) during their free time. The social context can act as a support for adolescents to do PA, given the effect that both parents, friends and teachers have on young people’s behaviour owing to the large amount of time and influence they have on them. Therefore, the aim of this study is to analyse the role of the social context on adolescents’ motivation to practise PA and their intention to be physically active. This study involved the participation of students in compulsory and post-compulsory secondary education. Several statistical analyses were performed, including three confirmatory factorial analyses of the scales and a structural equations model that explains the causal relationships between the variables. The results showed how support for autonomy in the social context positively predicts autonomous motivation, whereas the psychological control of the social context negatively predicts it. Autonomous motivation positively predicted intent, attitude, behavioural control and subjective norms, and consequently, the practice of physical activity. In short, the study showed how the three validated scales have adequate goodness-of-fit indices while the structural equations model demonstrated the influence of the social context on the student’s motivational processes and the adoption of active life habits.

Suggested Citation

  • Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & José María Fernández-Batanero & Joaquín F. Álvarez, 2019. "The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active," IJERPH, MDPI, vol. 16(21), pages 1-20, October.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:21:p:4212-:d:281834
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    2. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
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    Cited by:

    1. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2020. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    2. Patricia E. Longmuir & Mary Corey & Brian W. McCrindle, 2021. "Interactions with Home and Health Environments Discourage Physical Activity: Reports from Children with Complex Congenital Heart Disease and Their Parents," IJERPH, MDPI, vol. 18(9), pages 1-14, May.
    3. Dagmar Sigmundová & Erik Sigmund & Petr Badura & Tomáš Hollein, 2020. "Parent-Child Physical Activity Association in Families with 4- to 16-Year-Old Children," IJERPH, MDPI, vol. 17(11), pages 1-12, June.

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