Faculty of Sport Sciences, University of Extremadura, Av. de Elvsa, S/N, 10013 Caceres, Spain.
Int J Environ Res Public Health. 2021 Jul 22;18(15):7775. doi: 10.3390/ijerph18157775.
This study aimed to analyze the association between specific dimension (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) of students' physical self-concept (PSC) and their physical activity (PA) levels (i.e., intentions to be physically active and out-of-school PA levels perceived by students) and sedentary behavior (SB) (i.e., total sitting and screen time perceived by students). We also tested the role of students' motivation (i.e., intrinsic motivation and amotivation) towards PA in these relationships. A total of 1998 Spanish male ( = 1003) and female ( = 995) secondary students, aged between 13 and 17 years ( = 14.92, = 0.87) from 22 schools, enrolled in third grade ( = 1081) and fourth grade ( = 917), completed the self-reported questionnaires. Five independent structural equation modeling (SEM) adjusted by students' sex was used to examine the association between specific dimension of students' PSC (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) and self-reported PA and SB variables, and to test the role of students' motivation in these relationships. Overall, most of students' PSC dimension positively predicted students' PA outcomes, and were negatively associated with SB. In addition, most of students' PSC dimension were positively associated with intrinsic motivation, and negatively predicted amotivation. In turn, intrinsic motivation was a positive predictor of PA outcomes, and a negative predictor of SB, whereas amotivation was a negative predictor of PA outcomes and sitting time, and a positive predictor of screen time. Finally, from PSC dimensions, sex as a covariate was a positive predictor of intrinsic motivation and PA outcomes, and was a negative predictor of amotivation and sitting time. These findings suggest the importance of the specific dimensions of PSC perceived by adolescents on their motivational processes, and in turn, on their PA and SB outcomes.
本研究旨在分析学生身体自我概念（PSC）的特定维度（即健康、外貌、身体能力、体力和自尊）与他们的体育活动（PA）水平（即学生的体育活动意向和校外 PA 水平）和久坐行为（SB）（即学生感知的总坐姿和屏幕时间）之间的关联。我们还测试了学生对 PA 的动机（即内在动机和无动机）在这些关系中的作用。共有 1998 名西班牙男女中学生（男生=1003 名，女生=995 名），年龄在 13 至 17 岁之间（男生=14.92，SD=0.87；女生=14.92，SD=0.87），来自 22 所学校，他们在三年级（男生=1081 名，女生=917 名）和四年级（男生=1081 名，女生=917 名）注册，完成了自我报告的问卷。使用五个独立的结构方程模型（SEM），根据学生的性别进行调整，以检验学生 PSC 的特定维度（即健康、外貌、身体能力、体力和自尊）与自我报告的 PA 和 SB 变量之间的关联，并测试学生动机在这些关系中的作用。总的来说，学生 PSC 维度的大多数都与学生的 PA 结果呈正相关，与 SB 呈负相关。此外，学生 PSC 维度的大多数都与内在动机呈正相关，与无动机呈负相关。反过来，内在动机是 PA 结果的积极预测因素，是 SB 的消极预测因素，而无动机是 PA 结果和坐姿时间的消极预测因素，是屏幕时间的积极预测因素。最后，从 PSC 维度来看，性别作为协变量，与内在动机和 PA 结果呈正相关，与无动机和坐姿时间呈负相关。这些发现表明，青少年感知到的 PSC 特定维度对他们的动机过程，以及对他们的 PA 和 SB 结果具有重要意义。
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