000075742 001__ 75742
000075742 005__ 20200217133052.0
000075742 0247_ $$2doi$$a10.3390/ijerph15091875
000075742 0248_ $$2sideral$$a107420
000075742 037__ $$aART-2018-107420
000075742 041__ $$aeng
000075742 100__ $$0(orcid)0000-0002-2077-1983$$aSevil, Javier$$uUniversidad de Zaragoza
000075742 245__ $$aWhich school community agents influence adolescents’ motivational outcomes and physical activity? Are more autonomy-supportive relationships necessarily better?
000075742 260__ $$c2018
000075742 5060_ $$aAccess copy available to the general public$$fUnrestricted
000075742 5203_ $$aThe first aim of this work was to examine the independent influence of students’ perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students’ motivational outcomes in a LTPA context and PA levels. A sample of 178 secondary students (M = 13.26 ± 0.64) participated in the study. Autonomy support for LTPA from the PE teacher, mother, father, and peers were the only agents that significantly and positively predicted motivational outcomes in a LTPA context and PA levels. While the two- and three-way interactions of some of these four significant sources significantly increased the explained variance of some motivational outcomes, the plots revealed that the lowest values of motivational outcomes were associated with low values of perceived autonomy support. A cluster analysis revealed five profiles. The “high autonomy support” group reported the most optimal outcomes, whereas the “low autonomy support” group showed the opposite pattern. However, mixed autonomy support profiles did not differ in any of the outcomes. The adoption of a whole-of-school approach seems decisive to empower adolescents to be active in and out of school.
000075742 536__ $$9info:eu-repo/grantAgreement/ES/DGA/FSE$$9info:eu-repo/grantAgreement/EUR/INTERREG-V-POCTEFA-2014-2020$$9info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R
000075742 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000075742 590__ $$a2.468$$b2018
000075742 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b38 / 162 = 0.235$$c2018$$dQ1$$eT1
000075742 591__ $$aENVIRONMENTAL SCIENCES$$b112 / 250 = 0.448$$c2018$$dQ2$$eT2
000075742 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b67 / 185 = 0.362$$c2018$$dQ2$$eT2
000075742 592__ $$a0.818$$b2018
000075742 593__ $$aPublic Health, Environmental and Occupational Health$$c2018$$dQ2
000075742 593__ $$aHealth, Toxicology and Mutagenesis$$c2018$$dQ2
000075742 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000075742 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000075742 700__ $$0(orcid)0000-0002-1543-5109$$aAbós, Ángel$$uUniversidad de Zaragoza
000075742 700__ $$0(orcid)0000-0002-4269-9580$$aGenerelo Lanaspa, Eduardo$$uUniversidad de Zaragoza
000075742 700__ $$0(orcid)0000-0001-9126-5976$$aAibar Solana, Alberto$$uUniversidad de Zaragoza
000075742 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000075742 773__ $$g15, 9 (2018), 1875 [21 pp.]$$pInt. j. environ. res. public health$$tInternational Journal of Environmental Research and Public Health$$x1661-7827
000075742 8564_ $$s917842$$uhttps://zaguan.unizar.es/record/75742/files/texto_completo.pdf$$yVersión publicada
000075742 8564_ $$s107892$$uhttps://zaguan.unizar.es/record/75742/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000075742 909CO $$ooai:zaguan.unizar.es:75742$$particulos$$pdriver
000075742 951__ $$a2020-02-17-12:43:40
000075742 980__ $$aARTICLE