Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19 / Training on autonomy promotion and pedagogical support during COVID-19 lockdowns

(analítico) Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló duran-te el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.

(analytical) This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N=110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.

(analítico) Analisase a implementação de um programa de formação docente para a promoção da autonomia e o apoio pedagógico e sua relação com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergente-paralelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formação consistiu em duas oficinas grupais e três sessões de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interações foram codificadas. Observa-se alta variabilidade na promoção da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento são discutidas.

Relación de las metas de logro parental con el apoyo a la autonomía y el control psicológico percibido por los adolescentes / Relationship of Parental achievement goals in support of autonomy and psychological control perceived by adolescents

Resumen El objetivo del estudio fue identificar las metas de logro y prácticas parentales de apoyo a la autonomía y control psicológico, para determinar la relación entre estas medidas, según el nivel de estudios, el sexo de los progenitores y de los adolescentes de Cuenca, Ecuador. Para ello, se realizó un estudio cuantitativo, relacional de corte transversal con una muestra constituida por 713 madres (Meda d = 43, DT = 7), 543 padres (Medad = 46, DT = 8) y 1085 adolescentes (Medad = 16.1, DT = 1.1). Se aplicó el cuestionario Parental de Metas Orientadas al Logro, adaptado al español del instrumento Parental Achievement Goals AGQ y Autonomy Support Scale. La subteoría de contenido de metas de la teoría de la autodeterminación ha sido la base teórica para explicar que las metas de logro parental orientan el apoyo a la autonomía y el control psicológico. Se emplearon las pruebas .-Student, ANOVA, chi-Cuadrado de independencia para tablas de contingencia y el coeficiente de correlación . de Pearson para establecer la relación lineal de las variables de estudio. Los resultados revelan que las metas de logro dominio de la tarea y éxito en la tarea son predominantes, mientras que la evitación del fracaso en la tarea es baja. Por otro lado, la práctica de apoyo a la autonomía se percibe alta y significativamente mayor al control psicológico. Finalmente, se confirma la relación de las medidas parentales con el nivel de estudios y el sexo de los progenitores y de los adolescentes.

Abstract The importance of parental practices as one the most direct influences on the development of minors and adolescents has generated an increased relevance in recent decades of the study of parental expectations on the psychological adjustment of children. In this sense, the Goal Content Subtheory of Self-Determination Theory has been the theoretical basis to explain that the purpose of human behavior responds to an extrinsic or intrinsic motivation. That is why, extrinsic motivation guides parents towards parental goals: the success of the task and the avoidance of task failure and they adopt more parental control strategies with their progeny, while intrinsic motivation guides the mastery goals of the task which would explain parental support behaviors. The objective of the study was to identify the achievement goals and parenting practices, support for autonomy-psychological control, and to determine the relationship between these parenting measures, according to the sex and educational level of the parents from Cuenca, Ecuador. For this, a quantitative, relational, cross-sectional study was carried out with 713 mothers (Medad = 43, DT = 7), 543 fathers (Medad = 46, DT = 8) and 1 085 adolescents (Medad = 16.1, DT= 1.1). The participants were selected from within 18 educational institutions through a probabilistic sample calculated with a 95 % confidence level, and a 3 % margin of error. For data collection, the Parental Achievement-Oriented Goals questionnaire was applied, adapted to Spanish from the Parental Achievement Goals AGQ instrument; and Autonomy Support Scale. In the data analysis, the T-Student test, ANOVA, Chi-Square, test of independence for contingency tables and the Pearson r correlation coefficient, were used for the linear relationship of the study variables. The results reveal that the achievement goals: mastery of the task and success in the task predominate and the avoidance of failure in the task is low, in terms of the sex of the parents, the parents were oriented towards the mastery of the task while mothers toward goals focused on homework success. Likewise, parents with a low level of education orient themselves to success in the result of the task and the avoidance of failure in the task, while parents with a higher level of education orient their goals of parental achievement towards the mastery of the homework. The perception of support for autonomy is high and significantly upper than the psychological control of the parents, it was found that the manifestation of support "being aware of accepting and acknowledging the child's feelings" is the most valued statement in the mother in relation to the dad. On the other hand, adolescents perceive greater psychological control from mothers than from fathers, in the demonstrations "threatening to punish the child" and "induce guilt". Regarding the level of studies of the parents, the results indicate that the higher the level of studies, the greater the support for autonomy and when is lower the level of studies, there is greater psychological control. This research has confirmed the relationship between the level of education of the parents, the sex the adolescent and parents with the goals of parental achievement, support and psychological control; this shows that these characteristics affect parental practices. It is necessary for future research to attention on the educational level of the parents, as this is one of the most consistent family variables that can favor appropriate parental goals and practices for the psychosocial adjustment of the children.

The consumption of experiential gifts is construed as more autonomy supportive and leads to greater gratitude, especially when they are given out of love.

The purpose of this investigation was to examine the indirect influence of recalling the consumption of types of gifts, experiential and material, on gratitude by increasing autonomy support. In addition, we tested the conditional influence of the presumed motives of gift-givers from the perspective of gift recipients based on the postulates of Self-Determination Theory. First, participants were randomly to assigned to one of the following conditions: Consumption-of-experiential gift or consumption-of-material gift conditions. After, participants filled out a battery of questionnaires assessing autonomy support and gratitude. Results showed that the consumption of experiential gifts was construed as more autonomy supportive than the consumption of their material counterparts, which then had a positive relationship with gratitude. In experiment two, we tested the proposed mediator, autonomy support, by asking participants to either recall the consumption of the gift that was consistent with their true values or the consumption of an ordinary gift and completed a set of questions assessing autonomy support and gratitude. Results showed that recalling a gift consistent with consumers' true values led to higher levels of autonomy support than recalling an ordinary gift, which was then positively correlated with gratitude. In the third experiment, we conducted a conceptual replication of experiment one and added the examination of the presumed motives of gift-givers as a potential moderator. Results replicated the significant mediation effect found in study 1 and showed that the conditional indirect effect was stronger when gift recipients attributed integrated motives to the gift-givers. The findings were discussed.

Experiential purchases and feeling autonomous: Their implications for gratitude and ease of justification.

In four studies, we tested the influence of type of purchase on autonomy support and the relationships between autonomy support, gratitude, and ease of justification. In each of the three studies, participants were randomly assigned to either the experiential purchase condition or the material purchase condition. In our fourth and last study, participants were assigned to an either autonomy supportive purchase condition or ordinary purchase condition. Results from study 1 showed a positive direct influence of experiential purchases on autonomy support and a direct and indirect significant relationship with gratitude. Results from study 2 with a sample of older consumers showed a positive influence of experiential purchases on autonomy support and a direct and indirect positive relationship with gratitude. In study 3, consumers who brought to mind an expensive experiential purchase reported higher autonomy support than participants who brought to mind an expensive material purchase and this experimental effect had an indirect positive relationship with gratitude and ease of justification. Last, consumers who brought to mind a purchase that truly reflected who they were reported higher levels of autonomy support than consumers who reported an ordinary purchase and this elicited autonomy had a positive relationship with gratitude. The implications of the results were discussed.

Context Matters: Teaching Styles and Basic Psychological Needs Predicting Flourishing and Perfectionism in University Music Students.

Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning.

Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education.

The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls (Mage = 13.99; SD = 0.30) and 374 boys (Mage = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument's validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student's performance in physical education class.

Psychometric Properties of the Interpersonal Styles Questionnaire for Physical Education in a Mexican Sample.

During physical education classes, one of the contextual factors that can influence motivation is the teacher's interpersonal style. The aim of this study was to analyze the psychometric properties, structure, and factorial invariance across gender of the physical education teachers' Interpersonal Styles Questionnaire of Sonora, Mexico. The participants were 500 students (50.8% boys, 49.2% girls) aged between 9 and 13 years old (mean age (Mage) = 10.72; standard deviation (SD) = 0.74) from different elementary schools of Sonora, Mexico. In terms of measuring the teacher's interpersonal styles, the short version of the Learning Climate Questionnaire was used to measure autonomy support, whereas the Teacher Controllingness Scale was used to measure controlling style. The results support the structure and factorial invariance across gender groups of the Mexican version of the Interpersonal Styles Questionnaire for Physical Education (Cuestionario de Estilos Interpersonales en la Educación Física (CEI-EF, by its initials in Spanish)). In conclusion, the CEI-EF is a valid and reliable instrument that can be used to assess the teachers' interpersonal styles and draw comparisons between groups of boys and girls.

Adaptación y validación de los cuestionarios de apoyo a la autonomía y estilo controlador a la educación física: relación con el feedback / Adaptation and validation of autonomy support and controller style's scales in physical education: relationship with feed-back

El objetivo de este trabajo fue adaptar y validar la Escala de Apoyo a la Autonomía (EAA-EF) y la Escala de Estilo Controlador (EEC-EF) para evaluar la percepción del estudiante del estilo interpersonal docente en educación física y comprobar su relación con el feedback El estudio 1, contempla el diseño y análisis factorial exploratorio de los instrumentos con una muestra de 272 estudiantes con una edad media de 11.05 años (DT = 0,76). En el estudio 2, los cuestionarios fueron administrados a 350 estudiantes con una edad media de 11 años (DT = 0,80). Tras el análisis factorial confirmatorio, de consistencia interna, estadísticos descriptivos, correlación de todas las variables y regresión lineal se confirma una estructura psicométrica apropiada para las escalas de apoyo a la autonomía y estilo controlador. Además, se observa cómo el apoyo a la autonomía es predicho positivamente por lo feedbacks positivos y negativamente por el negativo. En conclusión, se trata de dos instrumentos válidos y fiables para evaluar la percepción del estudiante del estilo interpersonal del docente de educación física en el escenario de enseñanza aprendizaje, siendo necesarios más estudios en este ámbito de conocimiento.

The objective of this study was to adapt and validate The Autonomy Support Scale (ASS-PE) and The Control Style Scale (CSS-PE) to evaluate teacher´s interpersonal style in Physical Education. Study 1, contemplates the design and exploratory factor analysis of the instruments with a sample of 272 students with an average age of 11.05 years (SD = 0.76). In study 2, the questionnaires were administered to 350 students with an average age of 11 years (SD = 0.80). After the confirmatory factor analysis, internal consistency and descriptive statistics, the correlation of all the variables and linear regression, an appropriate psychometric structure is confirmed for the support scales for autonomy and controlling style. In addition, it is observed how support for autonomy is predicted positively by positive feedbacks and negatively by negative feedback. The data obtained confirms an appropriate psychometric structure for ASS-PE and CSS-PE scales. In conclusion, it is a valid and reliable instrument for evaluating the interpersonal style of teacher`s physical educa-tion in the teaching learning stage

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education.

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher's interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

Teacher Autonomy Support in Physical Education Classes as a Predictor of Motivation and Concentration in Mexican Students.

There is a strong belief that physical education can affect an individual's physical activity, healthy habits, and behaviors through pleasant, positive, and significant exercise experiences, a practical knowledge base, and comprehensive teaching strategies. However, a crucial cognitive aspect for the effective and significant learning of the activities offered in the educational environment is the concentration of students. This study aims to test a hypothetical model based on self-determination theory to assess the degree of support prediction provided by the teacher for student autonomy in the various types of motivation and on student concentration in physical education classes in high schools within the Mexican context and test invariance across gender groups. This study included 859 students between 11 and 16 years from different high schools in the city of San Nicolás de los Garza, Nuevo León (México). The Learning Climate Questionnaire, the Perceived Locus of Causality, and the Concentration scale adapted to physical education and translated into Mexican Spanish were used. Results showed good internal consistency for all instruments. Both the measurement model and the structural equation modeling showed satisfactory adjustment indexes. The results revealed that the autonomy support positively predicted autonomous motivation, controlled motivation to a lesser extent, and amotivation negatively. Furthermore, the students' concentration was highly and positively predicted by autonomous motivation, by controlled motivation to a lesser extent, and by amotivation negatively. The model predicted 39% of variance of autonomous motivation with large effect size (ƒ2 = 0.64), 2% of controlled motivation with small effect size (ƒ2 = 0.02), 8% of amotivation with small effect size (ƒ2 = 0.09), and 49% of concentration with large effect size (ƒ2 = 0.96). Finally, the invariance analysis revealed that the model fit was invariant across gender groups. The results of this study emphasize how important it is for teachers to adopt an interpersonal style of autonomy support to generate a motivational climate that influences the concentration of students. This could contribute to the achievement of the purposes and educational objectives of the physical education class, which, in turn, might be conducive to students adopting healthy lifestyles in adolescence and beyond.

Social support, physical exercise and life satisfaction in women / Apoyo social, ejercicio físico y satisfacción con la vida en mujeres

Abstract This study examined the predictive relationship between perceived autonomy sup port from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the struc tural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.

Resumen Este estudio analizó la relación predictiva entre la percepción de apoyo a la autonomía de la familia y del técnico deportivo, los mediadores psicológicos, la motivación intrínseca, la salud, la práctica de actividad física habitual y la satisfacción con la vida en un grupo de mujeres. Participaron 355 practicantes de ejercicio físico con edades comprendidas entre 18 y 82 años (M = 35.30, SD = 12.20). Los resultados del análisis del modelo de ecuaciones estructurales mostraron que la percepción de apoyo a la autonomía predecía positivamente los mediadores psicológicos, que a su vez, fueron predictores positivos de la motivación intrínseca.

Validación Española del "Learning climate questionaire" adaptado a la Educación Física / Spanish version of the learning climate questionnaire adapted to Physical Education

El objetivo de esta investigación fue analizar las propiedades psicométricas del Learning Climate Questionnaire (LCQ) adaptado a la Educación Física (EF) en una muestra española. Se pretende determinar si es un instrumento válido y fiable para su utilización en futuras investigaciones. Se administró a un total de 758 estudiantes de secundaria de 12 a 18 años, analizándose la estructura del instrumento mediante procedimientos confirmatorios. Los análisis apoyan el modelo teórico hipotetizado de un factor (apoyo a la autonomía). La versión española del instrumento para EF mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez concurrente se exploró examinando la relación de la escala estudiada con los distintos tipos de motivación autodeterminada, mediante modelos de ecuaciones estructurales. (AU)

The objective of this research was to analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) adapted to Physical Education (PE) in a Spanish sample. The purpose is to determine whether it is a valid and reliable tool to be used in future research. It was administered to a total of 758 high school students from 12 to 18 years old, analyzing the structure of the instrument using confirmatory procedures. Analyses support the hypothesized theoretical model of a specific factor, the autonomy support. The Spanish version of the instrument for PE showed acceptable levels of internal consistency and temporal stability. Concurrent validity was explored by examining the relationship of the dimension studied with different types of self-determined motivation, using structural equation modeling. (AU)

Personality Factors, Affect, and Autonomy Support as Predictors of Life Satisfaction / Factores de personalidad, afecto y soporte como predictores de satisfacción de vida

This research examined the predictors of subjective well-being. Two studies were conducted. Our first study involved the administration of life satisfaction, personality, affection, need satisfaction, and self-construal questionnaires to 369 college students from Mexico. The results showed that extroversion and neuroticism had a significant direct effect on positive and negative affect, respectively, and indirect effects on life satisfaction. Results also revealed that autonomy support, defined as the ability to perceive oneself as the source of one's behavior, was a significant and positive predictor of life satisfaction. To address some of the limitations from study I, study II used the World Values Survey to examine the effects of autonomy support on life satisfaction and domain satisfaction among representative samples from Mexico, Argentina, and Brazil. The findings showed that the autonomy support was a significant predictor of life satisfaction and domain satisfaction in all three countries. The implications of the results are discussed.

Esta investigación examinó los predictores de bienestar subjetivo. Dos estudios fueron llevados a cabo. El primer estudio se administraron cuestionarios de satisfacción de vida, personalidad, afecto, necesidad de satisfacción y auto-constructo a 369 estudiantes de secundaria de México. Los resultados mostraron que la extroversión y el neuroticismo tienen un efecto directo sobre el afecto positivo y negativo, respectivamente, y efectos indirectos sobre la satisfacción de vida. Los resultados también revelan que el soporte, definido como la habilidad para percibirse a uno mismo como una fuente del propio comportamiento, se mostró como un predictor significativo y positivo de la satisfacción de vida. Para abordar algunas limitaciones del estudio I, el estudio II utilizó la Encuesta Mundial de Valores para examinar los efectos del soporte sobre la satisfacción de vida y la satisfacción de dominio entre muestras representativas de México, Argentina y Brazil. Los hallazgos mostraron que el soporte fue un predictor significativo de la satisfacción de vida y satisfacción de dominio en los tres países. Se discuten las implicaciones de los resultados.

Self-controlled learning: the importance of protecting perceptions of competence.

Recent studies examining the role of self-controlled feedback have shown that learners ask for feedback after what they believe was a "good" rather than "poor" trial. Also, trials on which participants request feedback are often more accurate than those without feedback. The present study examined whether manipulating participants' perception of "good" performance would have differential effects on learning. All participants practiced a coincident-anticipation timing task with a self-controlled feedback schedule during practice. Specifically, they were able to ask for feedback after 3 trials in each of three 10-trial practice blocks. While one group (Self-30) was told that an error of 30 ms or less would be considered good performance, another group (Self-4) was informed that an error of 4 ms or less would be considered a good trial. A third, self-control group (Self) did not receive any information about what constituted good performance. The results showed that participants of all groups asked for feedback primarily after relatively good trials. At the end of practice, both the Self-30 and Self groups demonstrated greater perceived competence and self-efficacy than the Self-4 group. The Self-30 and Self groups also performed with greater accuracy and less variability in retention and transfer (non-dominant hand) 1 day later. The present findings indicated that the typical learning benefits of self-controlled practice can be thwarted by depriving learners of the opportunity of experiencing competence through good performance. They add to the accumulating evidence of motivational influences on motor learning.

Traducción y validación de la version española de la Échelle des Perceptions du Soutien à l'Autonomie en Sport / Translation and validation of the Spanish versión of the Échelle des Perceptions du Soutien à l'Autonomie en Sport

El objetivo de este estudio fue traducir y analizar las propiedades psico-métricas de la versión española de la Échelle des Perceptions du Soutien á l'Autonomie en Sport, en un contexto deportivo. Los resultados apoyaron la estructura unifactorial de la escala. Asimismo, el modelo de ecuaciones estructurales mostró evidencias de validez concurrente, en el que la percepción del apoyo a la autonomía predice de manera positiva la percepción de autonomía y la percepción de competencia y estas, a su vez, predicen la motivación intrínseca, que muestra un efecto positivo sobre las emociones positivas durante la práctica deportiva. Finalmente, se muestran evidencias de fiabilidad. Los resultados apoyan preliminarmente el uso de la versión española en el contexto deportivo.

The aim of the present research was to translate and to analyze the psychometric properties of the Spanish version of the Échelle des Perceptions du Soutien á l'Autonomie en Sport in sport context. Results supported the unidimentional structure of the scale. The predictive validity was tested using a structural equation model which perceived autonomy support predicted the perceived autonomy and perceived competence and these two the intrinsic motivation. Finally, intrinsic motivation predicted positive emotions. Likewise, results showed evidences of reliability. Results support preliminary the use of the Spanish version of the scale in sport context.

Tradução e validação do Perceived Autonomy Support: exercise climate questionnaire numa amostra de praticantes de exercício portugueses / Translation and validation of the Perceived Autonomy Support: exercise climate questionnaire in a sample of portuguese exercisers

O objetivo do presente estudo foi o de traduzir e avaliar as propriedades psicométricas do Perceived Autonomy Support Exercise Climate Questionnaire, para avaliar a perceção do suporte de autonomia dado pelo professor de fitness, em linha com a teoria da autodeterminação. Para este propósito, recorreu-se a uma amostra de 935 praticantes de exercício, masculinos (N = 344) e femininos (N = 591), pertencentes a 16 academias da zona de Lisboa e litoral oeste de Portugal. As análises efetuadas revelaram que a versão traduzida possuía uma adequada validade interna, validade temporal, validade de construto e validade preditiva, dando sustentação à sua utilização em praticantes de exercício Portugueses...

The aim of the present study was to translate and evaluate the psychometric properties of the Perceived Autonomy Support: Exercise Climate Questionnaire that measures the autonomy support given by fitness instructors in accordance with the self-determination theory. In order to fulfill such purpose, it was collected a sample of 935 fitness exercisers, male (N = 344) and female (N = 591) in 16 different Health Centers in the area of Lisbon and west coast of Portugal. The analysis performed revealed that the translated version had an adequate internal, temporal, construct and predictive validity, supporting its use with Portuguese exercisers...

Tradução e validação do Perceived Autonomy Support: exercise climate questionnaire numa amostra de praticantes de exercício portugueses / Translation and validation of the Perceived Autonomy Support: exercise climate questionnaire in a sample of portuguese exercisers

O objetivo do presente estudo foi o de traduzir e avaliar as propriedades psicométricas do Perceived Autonomy Support Exercise Climate Questionnaire, para avaliar a perceção do suporte de autonomia dado pelo professor de fitness, em linha com a teoria da autodeterminação. Para este propósito, recorreu-se a uma amostra de 935 praticantes de exercício, masculinos (N = 344) e femininos (N = 591), pertencentes a 16 academias da zona de Lisboa e litoral oeste de Portugal. As análises efetuadas revelaram que a versão traduzida possuía uma adequada validade interna, validade temporal, validade de construto e validade preditiva, dando sustentação à sua utilização em praticantes de exercício Portugueses.(AU)

The aim of the present study was to translate and evaluate the psychometric properties of the Perceived Autonomy Support: Exercise Climate Questionnaire that measures the autonomy support given by fitness instructors in accordance with the self-determination theory. In order to fulfill such purpose, it was collected a sample of 935 fitness exercisers, male (N = 344) and female (N = 591) in 16 different Health Centers in the area of Lisbon and west coast of Portugal. The analysis performed revealed that the translated version had an adequate internal, temporal, construct and predictive validity, supporting its use with Portuguese exercisers.(AU)