Faculty of Physical Activity and Sports Sciences-INEF, Polytechnic University of Madrid, 28040 Madrid, Spain.
Faculty of Human and Social Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain.
Int J Environ Res Public Health. 2020 Nov 30;17(23):8898. doi: 10.3390/ijerph17238898.
The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls ( = 13.99; = 0.30) and 374 boys ( = 14.02; = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument's validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student's performance in physical education class.
本研究旨在分析体育教育中自主支持感与学业成绩之间的中介效应，即满意度/享受感和无聊感。样本由来自墨西哥新莱昂州的 374 名女生（ = 13.99； = 0.30）和 374 名男生（ = 14.02； = 0.33）组成。使用的工具是《体育教育自主支持问卷》（CAA-EF）、《体育教育内摄性运动满意度问卷》（SSI-EF）和学生的体育教育表现。通过验证程序分析了仪器的有效性测试。对每个仪器进行了描述性、可靠性和有效性分析，并检验了中介效应；使用 PROCESS V.3.5 宏进行了中介分析。主要结果表明，自主支持不是体育教育表现的直接指标，而是学生必须对体育教育感到满意，才能对积极的体育教育表现进行预测。体育教育满意度在自主支持和体育教育表现之间具有中介效应。然而，无聊感在自主支持和学生在体育课上的表现之间没有中介效应。
