International Journal of Environmental Research and Public Health

Research

14 pages, 747 KiB

Open AccessArticle

Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach

by Alfonso Valero-Valenzuela, Oleguer Camerino, David Manzano-Sánchez, Queralt Prat and Marta Castañer

Int. J. Environ. Res. Public Health 2020, 17(15), 5272; https://doi.org/10.3390/ijerph17155272 - 22 Jul 2020

Cited by 27 | Viewed by 5533

Abstract

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an [...] Read more.

The aim of this study was to analyze how motivation and classroom social climate was enhanced in the teaching–learning context throughout a Pedagogical Model of Personal and Social Responsibility (TPSR) implementation using a mixed method approach. An educational program was applied during an academic year in a student sample of primary and secondary school. A total of 44 sessions with 54 participants, between 11 and 16 years old (M = 13.41 years, SD = 1.73) were video-recorded. A multilevel triangulation design of mixed method research was applied to merge: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the students’ behavior patterns shifted an alongside the interventions with (b) a set of five complementary questionnaires: Motivation toward Education Scale (EME), Responsibility Questionnaire (PSRQ), Basic Psychological Needs Questionnaire (PNSE), Questionnaire to assess social school climate (CECSCE) and Questionnaire of School Violence (CUVE). The mixed methods design confirmed that both the observational and the inferential analysis show an improvement of the TPSR implementation in the student’s responsibility and satisfaction and the social climate of the classroom. The other variables, although they were also improved, did not do it significantly; all the motivation dimensions showed higher values, except for amotivation and violence. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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14 pages, 397 KiB

Open AccessArticle

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

by Lucía Segura, Jesús F. Estévez and Estefanía Estévez

Int. J. Environ. Res. Public Health 2020, 17(13), 4681; https://doi.org/10.3390/ijerph17134681 - 29 Jun 2020

Cited by 15 | Viewed by 5865

Abstract

The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in [...] Read more.

The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

12 pages, 1160 KiB

Open AccessArticle

Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)

by Sebastián Fierro-Suero, Bartolomé J. Almagro and Pedro Sáenz-López

Int. J. Environ. Res. Public Health 2020, 17(12), 4560; https://doi.org/10.3390/ijerph17124560 - 24 Jun 2020

Cited by 22 | Viewed by 6162

Abstract

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been [...] Read more.

The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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12 pages, 391 KiB

Open AccessArticle

Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries

by Juan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Luís Cid, Diogo Monteiro, Filipe Rodrigues, Diogo Teixeira, Jeanette M. López-Walle, Argenis Vergara-Torres, José Tristan, Gabriel Gastélum-Cuadras, Julio Cesar Guedea Delgado, Juan Luis Soto Peña, Iván Rentería, Rodrigo Vargas Vitoria, Aquiles Alejandro Almonacid Fierro, Alfonso Valero-Valenzuela, Jorge Flandez, Rudy José Nodari Júnior, Gracielle Fin, Mauricio Rocha Calomeni, Divaldo Martins de Souza and César Augusto de Souza Santos Show full author list Hide full author list

Int. J. Environ. Res. Public Health 2020, 17(11), 3981; https://doi.org/10.3390/ijerph17113981 - 4 Jun 2020

Cited by 7 | Viewed by 4134

Abstract

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating [...] Read more.

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (M_age = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

17 pages, 1495 KiB

Open AccessArticle

Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

by Jesús Maya and Jesús Maraver

Int. J. Environ. Res. Public Health 2020, 17(11), 3922; https://doi.org/10.3390/ijerph17113922 - 1 Jun 2020

Cited by 15 | Viewed by 5593

Abstract

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic [...] Read more.

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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13 pages, 685 KiB

Open AccessArticle

Effectiveness of Video-Feedback with Cognitive Preparation in Improving Social Performance and Anxiety through Super Skills for Life Programme Implemented in a School Setting

by Mireia Orgilés, Silvia Melero, Iván Fernández-Martínez, José Pedro Espada and Alexandra Morales

Int. J. Environ. Res. Public Health 2020, 17(8), 2805; https://doi.org/10.3390/ijerph17082805 - 18 Apr 2020

Cited by 12 | Viewed by 4202

Abstract

Effectiveness of video-feedback with cognitive preparation to treat anxiety problems (especially social anxiety) has been scarcely explored on children. Super Skills for Life (SSL) is a CBT-based intervention to reduce anxiety and comorbid problems that, apart from social skills training and behavioural activation, [...] Read more.

Effectiveness of video-feedback with cognitive preparation to treat anxiety problems (especially social anxiety) has been scarcely explored on children. Super Skills for Life (SSL) is a CBT-based intervention to reduce anxiety and comorbid problems that, apart from social skills training and behavioural activation, integrates video-feedback with cognitive preparation. This study aimed to evaluate SSL effects, implemented in a school setting, on social performance and to test self-concept and social skills as potential mediators of pre- and post-test changes in social anxiety and generalized anxiety. Sample comprised 57 children aged 8–11 years with emotional symptoms. Children were video recorded in the first and last session to assess social performance. Anxiety and self-concept measures were completed by children pre-test and post-test. Participants reduced anxiety behaviours and improved social and communication skills after treatment. In general, girls showed better social performance than boys, but SSL impact was greater in males. Social self-concept was the only mediator of change in pre- to post-treatment social anxiety. This study provides evidence of SSL to improve children’s social performance and reduce anxiety through video-feedback with cognitive preparation. Improving social concept seems essential to reduce social anxiety. An SSL programme is an ideal prevention protocol for anxious children. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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13 pages, 1135 KiB

Open AccessArticle

Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

by Elisa Huéscar Hernández, Juan Antonio Moreno-Murcia, Luís Cid, Diogo Monteiro and Filipe Rodrigues

Int. J. Environ. Res. Public Health 2020, 17(6), 2143; https://doi.org/10.3390/ijerph17062143 - 24 Mar 2020

Cited by 58 | Viewed by 15903

Abstract

Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect [...] Read more.

Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (M_age = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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13 pages, 661 KiB

Open AccessArticle

Good Practices and Learning Strategies of Undergraduate University Students

by Margarita Gozalo, Benito León-del-Barco and Santiago Mendo-Lázaro

Int. J. Environ. Res. Public Health 2020, 17(6), 1849; https://doi.org/10.3390/ijerph17061849 - 12 Mar 2020

Cited by 13 | Viewed by 4071

Abstract

The educational models currently in use in higher education aim to make students active participants in their learning process, while the lecturer is seen more as a facilitator of the said process. Students’ learning strategies (superficial approach—memorizing, deep approach—looking for meaning, and achievement [...] Read more.

The educational models currently in use in higher education aim to make students active participants in their learning process, while the lecturer is seen more as a facilitator of the said process. Students’ learning strategies (superficial approach—memorizing, deep approach—looking for meaning, and achievement approach—aimed at results) and their good practices are gaining in importance and the aim of this study is to identify university students’ good practices, which are related to their learning strategies. To do so, our research covered 610 students from different science degree courses at the University of Extremadura who anonymously completed the University Students’ Good Practice Inventory (IBPEU) and the University students’ Questionnaire to Evaluate Study and Learning Processes (CEPEA). The influence of context, understood here as the center or scientific field, was discarded. The factor ‘Actively learning’ was positively associated with the deep and achievement approaches; the factor ‘Interaction with lecturers’ was positively associated with the superficial approach and negatively with the deep approach; the factor ‘Cooperative work’ was also associated with the deep approach; while the achievement approach was positively associated with the factor ‘Optimizing time’ and negatively with ‘respect for different capacities’. These associations are promising as good practices can be learnt and evaluated. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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10 pages, 499 KiB

Open AccessArticle

The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

by Ruben Trigueros, Marta García-Tascón, Ana M. Gallardo, Antonio Alías and José M. Aguilar-Parra

Int. J. Environ. Res. Public Health 2020, 17(4), 1437; https://doi.org/10.3390/ijerph17041437 - 24 Feb 2020

Cited by 14 | Viewed by 4303

Abstract

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, [...] Read more.

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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9 pages, 631 KiB

Open AccessArticle

Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education

by Rubén Trigueros, Antonio Alias, Ana M. Gallardo, Marta García-Tascón and José M. Aguilar-Parra

Int. J. Environ. Res. Public Health 2020, 17(2), 477; https://doi.org/10.3390/ijerph17020477 - 11 Jan 2020

Cited by 9 | Viewed by 3682

Abstract

Physical education (PE), by its own characteristics, is a subject where social communication is especially promoted. However, it is necessary to have tools that evaluate the social behaviour of students during PE classes. For this reason, we propose to validate and adapt the [...] Read more.

Physical education (PE), by its own characteristics, is a subject where social communication is especially promoted. However, it is necessary to have tools that evaluate the social behaviour of students during PE classes. For this reason, we propose to validate and adapt the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of PE classes. The study involved 1081 students aged 12 to 18 (M = 14.83; SD = 1.27). The psychometric properties of the Prosocial Behavior Scale were analyzed through several statistical analyses. The results of the confirmatory factorial analysis and the exploratory factorial analysis supported the internal structure of the questionnaire. In addition, the scale was invariant to gender. Cronbach’s alpha values were higher than 0.70 in the factors and sub-factors, finally showing adequate levels of temporal stability. Taking into account the results achieved in the present study, PE teachers have an effective tool to assess the social and antisocial behaviour of their students’ students during PE classes. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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12 pages, 1311 KiB

Open AccessArticle

Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

by Félix Zurita-Ortega, Eva María Olmedo-Moreno, Ramón Chacón-Cuberos, Jorge Expósito López and Asunción Martínez-Martínez

Int. J. Environ. Res. Public Health 2020, 17(1), 293; https://doi.org/10.3390/ijerph17010293 - 31 Dec 2019

Cited by 15 | Viewed by 8028

Abstract

This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using [...] Read more.

This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using an explanatory model. A total of 954 teachers participated in this cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale (TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations. Results showed that the structural equation model had a good fit. Transformational leadership depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more relevant at the lower educational levels. In relation to transactional leadership, contingency reward has a greater regression weight in non-university education, whereas passive leadership is governed more by passive exception in university teachers. There was a positive and direct relationship between levels of emotional intelligence and transformational leadership in non-university teachers, which reveals the need for effective understanding and management of both one’s own and students’ emotions in order to act effectively as a leader. Transactional leadership was negatively related to some emotional intelligence dimensions, given the relevance of obtaining power in this dimension. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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14 pages, 893 KiB

Open AccessArticle

Academic Goals and Parental Control in Primary School Children

by Benito León-del-Barco, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-del-Río and Damián Iglesias Gallego

Int. J. Environ. Res. Public Health 2020, 17(1), 206; https://doi.org/10.3390/ijerph17010206 - 27 Dec 2019

Cited by 2 | Viewed by 3096

Abstract

Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different [...] Read more.

Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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12 pages, 666 KiB

Open AccessArticle

Predicting Bullying through Motivation and Teaching Styles in Physical Education

by Carlos Montero-Carretero, David Barbado and Eduardo Cervelló

Int. J. Environ. Res. Public Health 2020, 17(1), 87; https://doi.org/10.3390/ijerph17010087 - 21 Dec 2019

Cited by 24 | Viewed by 7688

Abstract

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total [...] Read more.

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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20 pages, 1103 KiB

Open AccessArticle

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

by Rubén Trigueros, José M. Aguilar-Parra, Adolfo J. Cangas, José María Fernández-Batanero and Joaquín F. Álvarez

Int. J. Environ. Res. Public Health 2019, 16(21), 4212; https://doi.org/10.3390/ijerph16214212 - 30 Oct 2019

Cited by 17 | Viewed by 4441

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Advances in Understanding Educational Context: Promoting Adaptative Outcomes)

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