The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active
Abstract
:1. Introduction
2. Study Method 1
2.1. Participants
2.2. Instruments
2.3. Procedure
2.4. Data Analysis
3. Study 1 Results
3.1. Descriptive Statistics, Reliability Analysis and Bivariate Correlations
3.2. Confirmatory Factor Analysis
3.3. Gender Invariance Analysis
4. Study Method 2
4.1. Participants
4.2. Instruments
4.3. Procedure
4.4. Data Analysis
5. Study 2 Results
5.1. Descriptive Statistics, Reliability Analysis and Bivariate Correlations
5.2. Analysis of the Structural Equations Model
6. Discussion
7. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
References
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Factors | M | SD | Range | α | 1 | 2 | 3 | 4 | 5 | 6 |
---|---|---|---|---|---|---|---|---|---|---|
1. Autonomy support (Parents) | 4.88 | 1.23 | 1–7 | 0.83 | −0.45 ** | 0.27 ** | −0.23 ** | 0.42 ** | −0.27 ** | |
2. Psychological Control (Parents) | 2.31 | 1.07 | 1–7 | 0.81 | −0.22 * | 0.37 ** | −0.37 ** | −0.25 * | ||
3. Autonomy support (Friends) | 5.34 | 1.29 | 1–7 | 0.88 | −0.31 ** | 0.32 ** | −0.21 ** | |||
4. Psychological Control (Friends) | 1.94 | 1.12 | 1–7 | 0.87 | −0.34 ** | 0.42 ** | ||||
5. Autonomy support (Teacher) | 4.45 | 1.32 | 1–7 | 0.90 | −0.28 ** | |||||
6. Psychological Control (Teacher) | 2.13 | 1.03 | 1–7 | 0.84 |
Perceived Support in the Contexts of Exercise on the Part of the Teacher | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 753.12 | 302 | 2.49 | - | - | 0.93 | 93 | 0.059 (0.054–0.065) | 0.041 |
Model 2 | 769.93 | 319 | 2.41 | 16.82 | 17 | 0.93 | 0.93 | 0.058 (0.052–0.063) | 0.042 |
Model 3 | 826.83 | 341 | 2.42 | 73.71 ** | 36 | 0.93 | 0.93 | 0.058 (0.053–0.063) | 0.044 |
Model 4 | 861.97 | 360 | 2.39 | 108.86 *** | 58 | 0.93 | 0.93 | 0.058 (0.053–0.063) | 0.049 |
Perceived Support in the Contexts of Exercise on the part of the Parents | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 864.46 | 302 | 2.86 | - | - | 0.92 | 0.92 | 0.066 (0.061–0.071) | 0.044 |
Model 2 | 876.06 | 319 | 2.75 | 11.60 | 17 | 0.92 | 0.92 | 0.064 (0.059–0.069) | 0.043 |
Model 3 | 893.57 | 341 | 2.62 | 29.11 | 36 | 0.92 | 0.92 | 0.062 (0.057–0.067) | 0.046 |
Model 4 | 960.02 | 360 | 2.67 | 95.56 ** | 58 | 0.91 | 0.91 | 0.063 (0.058–0.067) | 0.052 |
Perceived Support in the Contexts of Exercise on the Part of Friends | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 844.55 | 302 | 2.80 | - | - | 0.94 | 0.94 | 0.065 (0.060–0.070) | 0.034 |
Model 2 | 854.66 | 319 | 2.68 | 4.42 | 17 | 0.94 | 0.94 | 0.063 (0.05–80.068) | 0.035 |
Model 3 | 950.68 | 341 | 2.79 | 106.13 *** | 39 | 0.94 | 0.94 | 0.065 (0.059–0.069) | 0.043 |
Model 4 | 1118.31 | 360 | 3.11 | 173.76 *** | 58 | 0.92 | 0.92 | 0.070 (0.066–0.075) | 0.047 |
Perceived Support in the Contexts of Exercise on the Part of the Teacher | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 772.35 | 302 | 2.55 | - | - | 0.94 | 94 | 0.060 (0.055–0.068) | 0.040 |
Model 2 | 781.21 | 319 | 2.44 | 18.35 | 17 | 0.94 | 0.94 | 0.059 (0.055–0.064) | 0.043 |
Model 3 | 854.96 | 341 | 2.50 | 68.37 ** | 36 | 0.94 | 0.94 | 0.059 (0.051–0.064) | 0.048 |
Model 4 | 872.11 | 360 | 2.42 | 98.56 ** | 58 | 0.94 | 0.94 | 0.059 (0.051–0.064) | 0.053 |
Perceived Support in the Contexts of Exercise on the Part of the Parents | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 802.77 | 302 | 2.65 | - | - | 0.93 | 0.93 | 0.065 (0.058–0.068) | 0.043 |
Model 2 | 828.16 | 319 | 2.59 | 15.71 | 17 | 0.93 | 0.93 | 0.064 (0.059–0.067) | 0.046 |
Model 3 | 855.39 | 341 | 2.51 | 24.42 ** | 36 | 0.93 | 0.93 | 0.064 (0.059–0.067) | 0.049 |
Model 4 | 902.85 | 360 | 2.51 | 92.56*** | 58 | 0.93 | 0.93 | 0.061 (0.056–0.063) | 0.051 |
Perceived Support in the Contexts of Exercise on the Part of Friends | |||||||||
Models | χ2 | df | χ2/df | Δχ2 | Δdf | CFI | IFI | RMSEA (IC 90%) | SRMR |
Model 1 | 830.45 | 302 | 2.75 | - | - | 0.94 | 0.94 | 0.065 (0.061–0.069) | 0.041 |
Model 2 | 849.32 | 319 | 2.66 | 9.74 | 17 | 0.94 | 0.94 | 0.064 (.059–0.067) | 0.045 |
Model 3 | 921.87 | 341 | 2.70 | 89.32 * | 39 | 0.94 | 0.94 | 0.062 (.060–0.065) | 0.046 |
Model 4 | 992.19 | 360 | 2.76 | 113.78 ** | 58 | 0.93 | 0.93 | 0.062 (.060–0.066) | 0.047 |
Factors | M | SD | Range | α | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1. Autonomy support (Parents) | 5.29 | 1.34 | 1–7 | 0.93 | −0.22 ** | 0.69 ** | −0.15 ** | 0.39 ** | −0.16 ** | 0.57 ** | 0.43 ** | 0.55 ** | 0.64 ** | 0.53 ** | 0.43 ** | |
2. Psychological Control (Parents) | 2.32 | 1.13 | 1–7 | 0.98 | −0.13 * | 0.04 | −0.45 ** | −0.14 * | −0.13 ** | −0.13 * | −0.14 * | −0.12 ** | −0.13 ** | −0.10 | ||
3. Autonomy support (Friends) | 5.12 | 1.24 | 1–7 | 0.96 | −0.10 * | 0.39 ** | −0.13 * | 0.48 ** | 0.39 ** | 0.43 ** | 0.55 ** | 0.52 ** | 0.38 ** | |||
4. Psychological Control (Friends) | 2.18 | 1.05 | 1–7 | 0.98 | −0.20 ** | 0.32 ** | −0.46 * | −0.12 * | −0.12 * | −0.16 ** | −0.14 | −0.03 | ||||
5. Autonomy support (Teacher) | 4.78 | 1.40 | 1–7 | 0.94 | −0.12 * | 0.30 ** | 0.23 ** | 0.16 ** | 0.38 ** | 0.21 ** | 0.17 ** | |||||
6. Psychological Control (Teacher) | 2.02 | 1.17 | 1–7 | 0.83 | −0.30 ** | −0.10 | 0.12 * | −0.13 * | −0.19 ** | −0.07 * | ||||||
7. Motivation Physical Activity | 2.90 | 1.65 | 1–7 | - | 0.41 ** | 0.48 ** | 0.47 ** | 0.54 ** | 0.36 ** | |||||||
8. Attitude | 5.55 | 1.69 | 1–7 | 0.96 | 0.42 ** | 0.48 ** | 0.48 ** | 0.20 ** | ||||||||
9. Behavioural Control | 5.27 | 1.41 | 1–7 | 0.92 | 0.51 ** | 0.70 ** | 0.46 ** | |||||||||
10. Subjective Norms | 5.30 | 1.32 | 1–7 | 0.85 | 0.57 ** | 0.36 ** | ||||||||||
11. Intention | 5.23 | 1.31 | 1–7 | 0.88 | 0.53 ** | |||||||||||
12. Physical Activity | 3.84 | 1.21 | 1–7 | - |
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Trigueros, R.; Aguilar-Parra, J.M.; Cangas, A.J.; Fernández-Batanero, J.M.; Álvarez, J.F. The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active. Int. J. Environ. Res. Public Health 2019, 16, 4212. https://doi.org/10.3390/ijerph16214212
Trigueros R, Aguilar-Parra JM, Cangas AJ, Fernández-Batanero JM, Álvarez JF. The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active. International Journal of Environmental Research and Public Health. 2019; 16(21):4212. https://doi.org/10.3390/ijerph16214212
Chicago/Turabian StyleTrigueros, Rubén, José M. Aguilar-Parra, Adolfo J. Cangas, José María Fernández-Batanero, and Joaquín F. Álvarez. 2019. "The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active" International Journal of Environmental Research and Public Health 16, no. 21: 4212. https://doi.org/10.3390/ijerph16214212