Actividad física extraescolar, autoconcepto físico, orientaciones de meta y rendimiento académico / Extracurricular physical activity, physical self-concept, goal orientations and academic performance / Atividade física extracurricular, autoconceito físico, orientações para metas e desempenho académico

El objetivo de este estudio fue analizar las relaciones que se dan entre las diferentes dimensiones del autoconcepto físico, las orientaciones de meta, la práctica de actividad física extraescolar y el rendimiento académico, y valorar la capacidad predictiva de esas dimensiones sobre el rendimiento académico (general y en la asignatura de Educación Física). Se planteó un modelo predictivo explicativo del rendimiento académico. Participaron 812 estudiantes (53.9 % chicos y 46.1 % chicas) de Primaria y ESO de la Comunidad Valenciana que responden al Cuestionario de Actividad Física, al Cuestionario de Orientación al Ego y a la Tarea en el Deporte y al Cuestionario de Autoconcepto Físico. Se realizaron análisis descriptivos, correlacionales, de regresión lineal múltiple y de vías. Se concluye que la práctica de actividad física extraescolar no parece relacionarse con el rendimiento académico, que las diversas dimensiones del autoconcepto físico correlacionan con el rendimiento académico en el área de Educación Física pero no con el rendimiento medio, que el poder predictivo de las variables predictoras del rendimiento académico es bajo y que el modelo planteado ajusta razonablemente a los datos

The aim of the present study was to analyze the relationships between the different dimensions of physical self-concept, goal orientations, the practice of extracurricular physical activity and academic performance, and to assess the predictive capacity of these dimensions on academic performance (general and in the subject of Physical Education). An explanatory predictive model of academic performance was proposed. 812 primary and secondary students (53.9 % boys and 46.1 % girls) from the Valencian Community participated in the study by answering to the Physical Activity Questionnaire, to the Task and Ego Orientation in Sport Questionnaire and to the Questionnaire of Physical Self-concept. Descriptive, correlational, multiple linear regression and pathway analyzes were performed. It is concluded that the practice of physical activity out of school does not seem to relate to academic performance, that the various dimensions of physical self-concept correlate with academic performance in the area of Physical Education but not with the general academic performance, that the predictive power of the predictor variables of academic performance is low and that the proposed model fits the data reasonably

O objetivo deste estudo foi analisar as relações existentes entre as diferentes dimensões das orientações auto-objetivo físicos, a prática de atividade física formal e desempenho acadêmico, e avaliar o poder preditivo destas dimensões no desempenho acadêmico (geral e no tema da Educação Física). Um modelo preditivo explicativo do desempenho académico foi proposto. 812 alunos participaram (53,9% meninos e 46,1% meninas) primário e ESO de Valência que respondem a Physical Activity Questionnaire, a orientação ego Questionário e tarefas no Sport and Physical Self Questionnaire. Foram realizadas análises descritivas, correlacionais, de regressão linear múltipla e de via. Conclui-se que a prática de atividade física extracurricular parece estar relacionado com o desempenho acadêmico, as várias dimensões do ser físico correlacionadas com o desempenho acadêmico na área da educação física, mas não com o rendimento médio, o poder preditivo de variáveis preditivas O desempenho acadêmico é baixo e o modelo proposto se ajusta razoavelmente aos dados

Diferencias de metas deportivas entre estudiantes de educación física y deportistas: análisis de la invarianza del modelo entre ellos / Differences of Sport Goals between Students of Physical Education and Sportsmen: Analysis of the Invariance of Model among them

El objetivo de este estudio es averiguar si hay diferencias en las metas deportivas en función de que la actividad física se realice en contextos escolares o de competiciones deportivas. Participan 574 estudiantes de Educación Secundaria Obligatoria, entre los 11 y 17 años, y 511 deportistas, entre los 16 y 45 años, quienes responden al Cuestionario de Orientación a la Tarea y al Ego en el Deporte. Los resultados permiten confirmar el modelo teórico y muestran que, tanto en las orientaciones de meta a la tarea y al ego, las puntuaciones medias resultan más elevadas en el caso de los deportistas. Mediante análisis factorial confirmatorio multigrupo se encuentran algunas diferencias relevantes que son discutidas.

The purpose of this study is to determine if there are differences in the function of sports goals whether the physical activity is done in school settings or competitions. Five hundred and seventy-four students of Obligatory Secondary Education took part on this study, aged between 11 and 17, and 511 athletes, aged between 16 and 45 years, who answer to the Task and Ego Orientation in Sport Questionnaire. The results confirm the theoretical model and show that the average scores are higher in the case of athletes, in both cases goal orientations to the task and ego. Through a confirmatory multi group factorial analysis some relevant differences are found that have been discussed.

Confiabilidad y validez de la Escala de Déficit Atencional (EDAH) adaptada en estudiantes chilenos / Reliability and validity of the adapted Scale of Attentional Deficit (EDAH) in Chilean students

ANTECEDENTES:Las necesidades de atención en salud mental infantil hacen necesario contar con estudios epidemiológicos que sirvan de base para perfeccionar las intervenciones y acrecentar el diagnóstico, con instrumentos fiables y adecuados al contexto.OBJETIVO: El objetivo de este estudio fue analizar las propiedades psicométricas de la Escala para la Evaluación del Trastorno por Déficit Atencional (EDAH), en escolares de primaria y secundaria de Chile.MÉTODO: Se evaluó una muestra de 508 alumnos (144 con Déficit Atencional, 110 con sospecha de padecerlo y 254 comunes) mediante un test completado por sus profesores.RESULTADOS: La estructura factorial de la EDAH reveló tres factores que en conjunto explican el 71,61% de la varianza total de la escala, con un coeficiente Alfa de 0,948. Esto permite concluir que la adaptación de la escala presenta características psicométricas aceptables, una adecuada consistencia interna y que sus elementos poseen un adecuado poder discriminatorio.DISCUSIÓN Y CONCLUSIÓN: Se efectuó el estudio transversal de salud mental en escolares chilenos, el cual reveló que la escala EDAH adaptada posee alta capacidad de discriminación, adecuada fiabilidad de elementos y factores, además de presentar un óptimo poder discriminante entre factores. Se analizan las implicaciones y el posible aporte en la detección precoz del diagnóstico clínico en salud mental.

BACKGROUND: The needs of children's mental health care make it necessary to have epidemiological studies that serve as a basis to refine the interventions and enhance the diagnosis with reliable and appropriate tools.OBJECTIVE: The objective of this study was to analyze the psychometric properties of the scale for the assessment of the Attentional Deficit Disorder (ADHD) in primary and secondary schools in Chile.METHOD: A sample of 508 students (144 with Attentional deficits, 110 with suspected autism and 254 common) was assessed through a test completed by their teachers.RESULTS: The factorial structure of the ADHD revealed that three factors explain together the 71.61 % of the total variance of the scale, with a coefficient alpha of 0,948. This allows us to conclude that the scale presents acceptable psychometric characteristics and adequate internal consistency, and that its elements have a suitable discriminatory power.DISCUSSION AND CONCLUSIÓN: The present study of mental health in Chilean schoolchildren revealed that the ADHD adapted scale possesses a high discriminant capacity and adequate elements and factors reliability, as well as an optimal discriminant power among factors. We analyze the implications and possible contribution to the early detection of clinical diagnosis in mental health.

Academic goal profiles: a comparison of blind and sighted students.

Based on academic goal theory, we compared the goals of visually impaired and sighted students. Participants included 171 students affiliated with ONCE (the National Spanish Organization for the Blind) and 163 sighted students, ranging from 8 to 27 years of age, who responded to the Spanish adaptation (González, Torregrosa, & Navas, 2002) of the goals questionnaire created by Hayamizu, Ito, and Yohiazaki (1989) and Hayamizu and Weiner (1991). Factor analysis indicated that goals varied among these students and that new ones arose in this study; furthermore, the model remained invariable regardless of students' status (visually impaired versus sighted). Cluster analysis revealed three distinct profiles in terms of academic goals, while discriminant function analysis suggested these profiles vary as a function of students' status (visually impaired versus sighted). It seems that visually impaired students hold more learning-oriented academic goals.

Academic goal profiles: a comparison of blind and sighted students

Based on academic goal theory, we compared the goals of visually impaired and sighted students. Participants included 171 students affiliated with ONCE (the National Spanish Organization for the Blind) and 163 sighted students, ranging from 8 to 27 years of age, who responded to the Spanish adaptation (González, Torregrosa, & Navas, 2002) of the goals questionnaire created by Hayamizu, Ito, and Yohiazaki (1989) and Hayamizu and Weiner (1991). Factor analysis indicated that goals varied among these students and that new ones arose in this study; furthermore, the model remained invariable regardless of students’ status (visually impaired versus sighted). Cluster analysis revealed three distinct profiles in terms of academic goals, while discriminant function analysis suggested these profiles vary as a function of students’ status (visually impaired versus sighted). It seems that visually impaired students hold more learning-oriented academic goals (AU)

A partir de la teoría de las metas académicas, se compararon las metas entre el alumnado con deficiencia visual y el alumnado vidente. Los participantes fueron 171 estudiantes afiliados a la ONCE (Organización Nacional de Ciegos Españoles) y 163 estudiantes videntes, de entre 8 y 27 años, que respondieron a la adaptación española (González, Torregrosa, & Navas, 2002) del cuestionario de metas elaborado por Hayamizu, Ito, y Yohiazaki (1989) y Hayamizu y Weiner (1991). El análisis factorial indicó que las metas varían en estos estudiantes, que otras metas nuevas emergen y que el modelo se mantiene invariante respecto al estatus (con discapacidad visual versus vidente) de los estudiantes. El análisis de conglomerados mostró que hay tres perfiles diferentes en función de las metas académicas y del análisis discriminante se deduce que estos perfiles varían en función del estatus de los estudiantes (con discapacidad visual versus videntes). Parece que los alumnos con discapacidad visual presentan metas académicas más orientadas al aprendizaje (AU)

A structural model of goal orientation in sports: personal and contextual variables.

The following paper first introduces, and then goes on to test a structural model for goal orientation in sports that involves both personal and contextual variables. 511 subjects participated in this study, male and female athletes who play a variety of sports (352 men and 159 women). They ranged in age from 16 to 45-years old and completed the TEOSQ (Balaguer, Tomás & Castillo's version, 1995), the POSQ (Treasure & Roberts, 1994), the PMCSQ-II (Newton & Duda, 1993), the Beliefs about the Causes of Success in Sports Questionnaire, and the Participation Motivation Inventory (Gill, Goss & Huddleston, 1983). The results of this sample show that success attribution and motivational climate are involved in determining goal orientation in sports. However, the model does present certain differences according to the type of sport practiced (individual versus team sport).

A structural model of goal orientation in sports: personal and contextual variables

The following paper first introduces, and then goes on to test a structural model for goal orientation in sports that involves both personal and contextual variables. 511 subjects participated in this study, male and female athletes who play a variety of sports (352 men and 159 women). They ranged in age from 16 to 45-years old and completed the TEOSQ (Balaguer, Tomás & Castillo’s version, 1995), the POSQ (Treasure & Roberts, 1994), the PMCSQ-II (Newton & Duda, 1993), the Beliefs about the Causes of Success in Sports Questionnaire, and the Participation Motivation Inventory (Gill, Goss & Huddleston, 1983). The results of this sample show that success attribution and motivational climate are involved in determining goal orientation in sports. However, the model does present certain differences according to the type of sport practiced (individual versus team sport) (AU)

En este artículo se propone y se somete a prueba un modelo causal sobre las orientaciones de meta en el deporte que tiene en cuenta variables contextuales y personales. Participan 511 deportistas procedentes de distintas modalidades deportivas (352 hombres y 159 mujeres). Su rango de edad está comprendido entre los 16 y los 45 años, y han cumplimentado distintas escalas como el TEOSQ (en la versión de Balaguer, Tomás y Castillo, 1995), el POSQ (Treasure & Roberts, 1994), el PMCSQ-II (Newton & Duda, 1993) que miden creencias sobre las causas de éxito deportivo, y el cuestionario de Motivos para la Práctica Deportiva (Gill, Goss y Huddleston, 1983). Los resultados indican que las atribuciones para el éxito y el clima motivacional son determinantes de las orientaciones de meta para el deporte. Sin embargo, el modelo presenta ciertas diferencias de acuerdo con el tipo de deporte practicado (individual-grupal) (AU)