000132792 001__ 132792
000132792 005__ 20240731103340.0
000132792 0247_ $$2doi$$a10.1177/1356336X231165229
000132792 0248_ $$2sideral$$a133545
000132792 037__ $$aART-2023-133545
000132792 041__ $$aeng
000132792 100__ $$aBurgueño, Rafael
000132792 245__ $$aStudents’ need satisfaction and frustration profiles: Differences in outcomes in physical education and physical activity-related variables
000132792 260__ $$c2023
000132792 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132792 5203_ $$aGrounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; Mage  = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: “high need satisfaction–low need frustration”; “moderate need satisfaction–low need frustration”; “moderate need satisfaction–moderate need frustration”; and “low need satisfaction–high need frustration.” For outcomes in PE, the “high need satisfaction–low need frustration” profile was the most adaptive, while the “low need satisfaction–high need frustration” profile obtained the most maladaptive pattern of outcomes. The “moderate need satisfaction–low need frustration” profile was more adaptive than the “moderate need satisfaction–moderate need frustration” profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the “high need satisfaction–low need frustration” profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students’ need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.
000132792 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-127897NA-I00$$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2021-SOC-02
000132792 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000132792 590__ $$a2.6$$b2023
000132792 592__ $$a1.136$$b2023
000132792 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b120 / 756 = 0.159$$c2023$$dQ1$$eT1
000132792 593__ $$aEducation$$c2023$$dQ1
000132792 593__ $$aSports Science$$c2023$$dQ1
000132792 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2023$$dQ1
000132792 593__ $$aOrthopedics and Sports Medicine$$c2023$$dQ1
000132792 594__ $$a7.6$$b2023
000132792 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132792 700__ $$aGarcía-González, Luis
000132792 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000132792 700__ $$0(orcid)0000-0002-2077-1983$$aSevil-Serrano, Javier
000132792 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000132792 773__ $$g29, 4 (2023), 563–581$$pEuropean Physical Education Review$$tEuropean Physical Education Review$$x1356-336X
000132792 8564_ $$s781556$$uhttps://zaguan.unizar.es/record/132792/files/texto_completo.pdf$$yVersión publicada
000132792 8564_ $$s1383856$$uhttps://zaguan.unizar.es/record/132792/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132792 909CO $$ooai:zaguan.unizar.es:132792$$particulos$$pdriver
000132792 951__ $$a2024-07-31-09:49:39
000132792 980__ $$aARTICLE