Effects of Pubertal Timing and Pubertal Tempo on Social Physique Anxiety, Self-determined Motivation, and Exercise in Early Adolescent Girls.

PURPOSE: Research has shown that there is a decrease in physical activity levels during early adolescence, especially for girls. Previous studies have shown that the social physique anxiety (SPA) may be a controlling factor influencing exercise motivation and engagement in this behavior; however, the potential role that puberty plays in this decrease has not been considered until now. The objective of the present study was to examine the impact of pubertal timing and pubertal tempo on SPA and exercise motivation and behavior. METHODS: Data from 328 early adolescent girls, aged between 9 and 12 at the time of joining the study, were collected in 3 waves over a 2-year period. Using structural equation modeling techniques, different 3-time-point growth models were estimated to examine if earlier maturing and compressed maturing in girls had differential effects on SPA and exercise motivation and behavior. RESULTS: The results from growth analyses suggest that early maturing (according to all the pubertal indicators considered, except menstruation) tends to translate into (1) an increase in SPA levels and (2) a decrease in exercise - in the latter case, by reducing self-determined motivation. However, no differential effects from any of the pubertal indicators were found for compressed maturing in girls. DISCUSSION: These results highlight the need for increased efforts toward developing programs aimed at helping early maturing girls to cope with the challenges of puberty with a particular focus on SPA experiences and exercise motivation and behavior.

Transactional Links between Teacher-Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study.

This study examines the reciprocal effects between two school-based relationships within the classroom-namely, perceived teacher support and relatedness with classmates-and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: first, at the beginning of the academic year (T0), second, at the end of the same academic year (T1), and third, at the beginning of the next academic year (T2) (Mage wave 1 = 13.98 years). Autoregressive cross-lagged modeling was applied. Results show a protective effect of relatedness against relational aggression in both genders. Moreover, we observed a protective effect of perceived teacher support at the beginning of the course for later school aggression as well as a risk effect if this perceived teacher support is maintained throughout the course. These effects were observed in relation with gender-atypical forms of aggression (overt in girls and relational in boys). Finally, aggression had negative consequences for relatedness in girls and for teacher support through the mediation of relatedness in boys. Gender differences and practical implications of these findings are discussed.

Academic Achievement and Physical Activity: The Ideal Relationship to Promote a Healthier Lifestyle in Adolescents.

BACKGROUND: School environment provides several intervention opportunities for physical activity. The aim of this study was to examine the relationship between objectively assessed moderate to vigorous physical activity (MVPA) and academic achievement in adolescents. METHODS: Cross-sectional data were collected from 301 students aged between 13 and 15 years (46.51% boys), enrolled at 7 secondary schools in the city of Huesca (Spain). Participants wore accelerometers during a 7-day period, and their academic achievement was calculated from the average marks of all subjects. Structural equation modeling and quadratic regression analysis were performed to test both linear and nonlinear explanatory models. One-way analysis of variance was also performed to explore the effect of gender and the percentage of compliance with MVPA recommendations. RESULTS: MVPA on weekdays and higher levels of body mass index were negatively associated with academic achievement. According to the curvilinear relationship, those students whose MVPA levels were closer to the daily recommendation were more likely to obtain higher academic achievement. However, a significant association was only shown in the case of boys. CONCLUSIONS: Adolescents who satisfy the international recommendations tend to obtain better academic achievement. Therefore, MVPA for adolescents should be prescribed within some beneficial time margins (50-70 min/d).

Psychological Flexibility With Prejudices Increases Empathy and Decreases Distress Among Adolescents: A Spanish Validation of the Acceptance and Action Questionnaire-Stigma.

Empathy is an emotional response that may facilitate prosocial behavior and inhibit aggression by increasing empathic concern for others. But the vicarious experience of other's feelings may also turn into personal distress when the person has poor regulation skills and holds stigmatizing beliefs. In thinking about the processes that may trigger the experience of personal distress or empathic concern, research on the influence of psychological flexibility and inflexibility on stigma is showing promising results. Both processes are assessed with the Acceptance and Action Questionnaire-Stigma (AAQ-S). The current study sought to carry out a validity study of a Spanish version of the AAQ-S with a sample of adolescents aged 11-17 years. The study included an expanded test of its predictive validity with measures at three times to evaluate the role of psychological flexibility and inflexibility as risk or protective variables for the development of personal distress and/or empathic concern in the stigmatizer. Statistical analyses confirmed a two-correlated-factor solution, the adequate reliability of both factors, and their construct and predictive validity in the expected direction. The stigmatizer's inflexible reaction to their stigmatizing thoughts predicted the occurrence of personal distress, whereas the stigmatizer's flexible reaction to their stigmatizing thoughts predicted the occurrence of empathic concern for others. These findings confirm the importance of considering the role of regulatory skills in the experience of empathic concern or personal distress in the presence of stigmatizing thoughts, with possible implications for the promotion of prosocial behavior and the reduction of aggressive behavior among adolescents.

Spanish Validation of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): Introducing the ERQ-SpA.

Research on emotion regulation is now extensive and shows the benefits of the adaptive management of emotions for social functioning and psychological well-being. Our purpose was to test the psychometric properties of the Emotion Regulation Questionnaire for Children and Adolescents with a sample of nonclinical Spanish adolescents. A total of 462 secondary education students (223 girls, mean age = 13.89 years, SD = 1.38) participated. The instrument proved to be two-factor and gender-invariant. Results revealed the temporal stability of both emotion regulation strategies, while the predictive validity study revealed that depressive symptoms were negatively related to cognitive reappraisal, and positively related to expressive suppression. Our findings support the use of the ERQ-SpA in Spanish adolescents.

Family Communication and Verbal Child-to-Parent Violence among Adolescents: The Mediating Role of Perceived Stress.

In recent years, there has been an increase in the number of reported incidents of child-to-parent violence (CPV); however, this type of intra-family violence remains vastly understudied compared with other forms of family violence. The aim of this study is to analyze the relationship between family communication and verbal CPV through the mediation of adolescent perceived stress. The sample consisted of 2399 Spanish students of both genders between the ages of 11 and 20 years. Results show that problematic family communication is a risk factor for the presence of verbally abusive behavior towards parents, with a direct and indirect relationship through perceived stress. Open family communication is presented as a protective factor against verbally abusive behavior due to a negative relationship with perceived stress. Results point to a mediating role of perceived stress, which would explain the mechanism which links the quality of family communication to verbal violence towards parents. Implications of these results are discussed.

Validation Evidence of the Motivation for Teaching Scale in Secondary Education.

Grounded in self-determination theory, the aim of this study was to develop a scale with adequate psychometric properties to assess motivation for teaching and to explain some outcomes of secondary education teachers at work. The sample comprised 584 secondary education teachers. Analyses supported the five-factor model (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) and indicated the presence of a continuum of self-determination. Evidence of reliability was provided by Cronbach's alpha, composite reliability and average variance extracted. Multigroup confirmatory factor analyses supported the partial invariance (configural and metric) of the scale in different sub-samples, in terms of gender and type of school. Concurrent validity was analyzed by a structural equation modeling that explained 71% of the work dedication variance and 69% of the boredom at work variance. Work dedication was positively predicted by intrinsic motivation (ß = .56, p < .001) and external regulation (ß = .29, p < .001) and negatively predicted by introjected regulation (ß = -.22, p < .001) and amotivation (ß = -.49, p < .001). Boredom at work was negatively predicted by intrinsic motivation (ß = -.28, p < .005) and positively predicted by amotivation (ß = .68, p < .001). The Motivation for Teaching Scale in Secondary Education (Spanish acronym EME-ES, Escala de Motivación por la Enseñanza en Educación Secundaria) is discussed as a valid and reliable instrument. This is the first specific scale in the work context of secondary teachers that has integrated the five-factor structure together with their dedication and boredom at work.

What Leads to Loneliness? An Integrative Model of Social, Motivational, and Emotional Approaches in Adolescents.

Loneliness has been linked to many physical and mental health problems, especially during adolescence. From evolutionary, social needs, and cognitive approaches, this study examined whether emotional repair, relatedness need, and peer-rated indicators of relations behave in predicting loneliness, considering all approaches together. The sample consisted of 373 adolescents measured longitudinally at three time points. Results of a cross-lagged panel design found that, considering all the influences together, relatedness need showed the highest strength to predict loneliness. Furthermore, adolescents who were accepted by their peers and whose relatedness need was satisfied activated emotional regulation which additionally produced a decrease in prospective feelings of loneliness. In addition, loneliness has been shown to be a consequence of these variables.

Validation evidence of the motivation for teaching scale in secondary education

Grounded in self-determination theory, the aim of this study was to develop a scale with adequate psychometric properties to assess motivation for teaching and to explain some outcomes of secondary education teachers at work. The sample comprised 584 secondary education teachers. Analyses supported the five-factor model (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) and indicated the presence of a continuum of self-determination. Evidence of reliability was provided by Cronbach’s alpha, composite reliability and average variance extracted. Multigroup confirmatory factor analyses supported the partial invariance (configural and metric) of the scale in different sub-samples, in terms of gender and type of school. Concurrent validity was analyzed by a structural equation modeling that explained 71% of the work dedication variance and 69% of the boredom at work variance. Work dedication was positively predicted by intrinsic motivation (ß = .56, p < .001) and external regulation (ß = .29, p < .001) and negatively predicted by introjected regulation (ß = -.22, p < .001) and amotivation (ß = -.49, p < .001). Boredom at work was negatively predicted by intrinsic motivation (ß = -.28, p < .005) and positively predicted by amotivation (ß = .68, p < .001). The Motivation for Teaching Scale in Secondary Education (Spanish acronym EME-ES, Escala de Motivación por la Enseñanza en Educación Secundaria) is discussed as a valid and reliable instrument. This is the first specific scale in the work context of secondary teachers that has integrated the five-factor structure together with their dedication and boredom at work

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Spanish Validation of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y).

Psychological inflexibility (PI) refers to the overarching and nonadaptive avoidance of thoughts and feelings. PI is a transdiagnostic process that is present in numerous psychopathologies, such as anxiety and mood disorders, addictive behaviors, and chronic pain, as presented by American adults and adolescents. Despite the high rates of depression and depressed mood among Spanish and Latino adolescents and the observed relation between PI and adjustment problems at this age, an instrument assessing PI in Spanish-speaking adolescents is lacking. In this study, we assessed the psychometric properties of a Spanish adaptation of the Avoidance and Fusion Questionnaire for Youth with 483 students from Spain (mean age 13.89 years). The Spanish Avoidance and Fusion Questionnaire for Youth proved to be a two-factor psychometrically sound instrument. Total PI scores correlated positively with depression and negatively with satisfaction with life. The predictive validity results showed cognitive fusion and experiential avoidance to be two interrelated but distinct processes that characterize PI.

Factors associated with compliance with physical activity recommenddations among adolescents in Huesca / Factores asociados con el cumplimiento de las recomendaciones de actividad física entre los adolescentes dehuesca / Factores associados ao cumprimento das recomendações de actividade fisica entre adolescentes de huesca

Schools have been identified as environments of choice for physical activity promotion. This study examines factors associated with compliance with objectively assessed physical activity recommendations for early adolescents taking part in “Sigue la Huella”, a school-based intervention guided by a social ecological framework and Self-Determination Theory (Deci and Ryan, 2002). A total of 200 students (108 boys) aged 12-13 years (M = 12.16; SD = ± 0.51), wore accelerometers during a seven-day period and completed a questionnaire. Participants were considered compliant to the recommendations if their moderate to vigorous physical activity, averaged over seven days, was ≥ 60 minutes a day. As a result 57.4% of boys and 9.9% of girls met recommendations. In a multilevel logistic regression model, compliance was higher among boys and students attending private schools, and lower for obese students. Compliance was also associated with higher perceptions of physical competence, higher perceptions of autonomy in physical education, greater importance attached to physical education and less sedentary time. In conclusion, assessed objectively, gender differences in compliance with physical activity recommendations were greater than expected. Self-Determination Theory emerged as a useful framework to identify motivational factors that can be addressed in school-based physical activity interventions and programs for early adolescents

s centros escolares têm sido identificados como contextos privilegiados para a promoção da actividade física. Este estudo examina osfactores associados ao cumprimento das recomendações da actividade física avaliados objectivamente para os jovens adolescentes que integram o pro-grama “Sigue la Huella”, uma intervenção realizada em contexto escolar e baseada num marco teórico ecológico e na Teoria da Auto-determinação(Deci e Ryan, 2002). Um total de 200 estudantes (108 rapazes) de 12 e 13 anos (M= 12.16; DP= ± 0.51) usaram acelerómetros durante um período desete dias e preencheram um questionário. Os participantes eram considerados como cumpridores das recomendações se a sua actividade física mode-rada-vigorosa média era ≥ 60 e se mantinha durante os sete dias. Os resultados indicam que 57.4% dos rapazes e 9.9% das raparigas cumpriram as re-comendações. Através de um modelo multinível de regressão logística, constatou-se que o cumprimento foi superior entre os rapazes e os estudantes decolégios privados, e menor para os estudantes obesos. O cumprimento das recomendações também se associou a uma maior percepção de competênciafísica, uma maior percepção de autonomia em educação física, maior importância que se atribui à educação física e a um menor tempo sedentário. Emsuma, a partir da avaliação objectiva, as diferenças de género no cumprimento das recomendações de actividade física foram superiores ao esperado. ATeoria da Auto-Determinação configura-se como um marco útil para identificar os factores motivacionais que podem ser abordados nas intervenções eprogramas de actividade física no âmbito escolar para os jovens adolescentes

Los centros escolares han sido identificados como los entornos idoneos para la promoción de la actividad física. Este estudio examina los factores asociados con el cumplimiento de las recomendaciones de actividad física evaluados objetivamente para los jóvenes adolescentes que forman parte de "Sigue la Huella", una intervención basada en el entorno escolar guiada por un marco social ecológico y la teoría de la Autodeterminación (Deciy Ryan, 2002). Un total de 200 estudiantes (108 chicos) de 12 y 13 años (M = 12.16; DE = ± 0.51), llevaron acelerómetros durante un período de siete días y completaron un cuestionario. A los participantes se les consideraba conformes a las recomendaciones si su actividad física moderada-vigorosa, como promedio durante los siete días, era ≥ 60 minutos al día. Como resultado, el 57.4% de los chicos y el 9.9% de las chicas cumplieron las recomendaciones. En un modelo multinivel de regresión logística, el cumplimiento fue mayor entre los chicos y los estudiantes que asisten a colegios privados, y menor para los estudiantes obesos. El cumplimiento también se asoció con una mayor percepción de competencia física, una mayor percepción de la autonomía en la educación física, mayor importancia que se le concede a la educación física y con un menor tiempo sedentario. En conclusión, a partir de la valoración objetiva, las diferencias de género en el cumplimiento de las recomendaciones de actividad física fueron mayores de lo esperado. La teoría de la Autodeterminación surgió como un marco útil para identificar los factores motivacionales que pueden ser abordados en las intervenciones y programas de actividad física en el ámbito escolar para los jóvenes adolescentes

The relationship between perceived emotional intelligence and depressive symptomatology: the mediating role of perceived stress.

This study investigated the mediating role of perceived stress in the relationship between perceived emotional intelligence and depressive symptoms in adolescence. A total of 661 high school Spanish students participated in the study. The analyses indicated that the effects of each of the perceived emotional intelligence sub-scales (namely, Attention, Clarity and Repair) on depressive symptomatology were partially mediated by perceived stress. Specifically, the mediating effect was negative for Clarity and Repair, but positive for attention. The analysis also showed that the direct effects were positive for all sub-scales. These results suggest that the promotion of stress management skills may be core in the development of prevention and treatment programs for depression in adolescents, and possibly more beneficial than the promotion of emotion regulation skills. Our findings, along with previous evidence, suggest that emotional attention, as measured in the present study, may be targeting a pathological type of attention.

The issue of interactional hypothesis: A proposal of self-determination index / El problema de la hipótesis de interacción en la teoría de la autodeterminación: Una propuesta de un nuevo índice de calidad de la motivación

The self-determination theory (SDT) is a theory of human motivation whose postulates support the so-called interactional hypothesis, according to which intrinsic and extrinsic motivation are not independent constructs, and it also supports a simplex model of the continuum of self-determination. To test this hypothesis, a measure of self-determination, called the self-determination index (SDI) is frequently used. However, the literature reveals evident problems in the use of this index. Therefore, the aim of this research is to propose a new way of calculating the SDI from two studies, using a sample of athletes. Cluster analysis carried out in Study 1 revealed two motivational profiles, and the correlations indicated that new SDI fit the hypotheses derived from the SDT better than did classic SDI. In Study 2, results confirmed the existence of a self-determined continuum, thus supporting the interactional hypothesis as well as the relations proposed from the theory. Finally, new SDI fits the postulates of the SDT better than classic SDI, and results obtained provide preliminary support to new SDI proposed

Para comprobar los postulados de la teoría de la autodeterminación se ha usado frecuentemente una medida de la calidad de la motivación denominada índice de autodeterminación (IAD). Este índice se basa en la hipótesis de interacción, según la cual la motivación intrínseca y extrínseca no son constructos independientes, sino que cuando aumenta uno disminuye el otro. Sin embargo, la literatura ha revelado que estos constructos son ortogonales y por tanto el IAD presenta problemas de medida. Atendiendo a estas limitaciones, el objetivo de esta investigación fue proponer y comprobar la efectividad de una nueva forma de calcular un índice de calidad de la motivación (IMP: índice de motivación positiva), utilizando dos muestras de deportistas. Los resultados de los dos estudios llevados a cabo revelaron que el IMP se ajustaba mejor a las hipótesis derivadas de la teoría de la autodeterminación que el IAD, encontrándose correlaciones positivas entre la satisfacción de las necesidades psicológicas básicas y el IMP, y entre éste y las emociones positivas. Los resultados obtenidos dan apoyo preliminar a la utilización, en la investigación sobre la teoría de la autodeterminación, del nuevo índice de calidad de la motivación propuesto

Measuring autonomy support in university students: the Spanish version of the Learning Climate Questionnaire.

The goals of this research were to translate and analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) and to develop a short form. The LCQ is a 15-item self-report measure that assesses autonomy support in educational settings. A total of 422 students (60 men and 362 women) took part in this study. Results showed evidence of construct validity and adequate reliability for the LCQ. The short form consists of five items that showed sound psychometric properties. Results of Pearson correlation and Gower index showed high agreement between the long and short forms. In conclusion, both forms can be considered as preliminary versions of the original questionnaire to assess autonomy support in educational settings.

Measuring autonomy support in university students: the Spanish version of the learning climate questionnaire

The goals of this research were to translate and analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) and to develop a short form. The LCQ is a 15-item selfreport measure that assesses autonomy support in educational settings. A total of 422 students (60 men and 362 women) took part in this study. Results showed evidence of construct validity and adequate reliability for the LCQ. The short form consists of five items that showed sound psychometric properties. Results of Pearson correlation and Gower index showed high agreement between the long and short forms. In conclusion, both forms can be considered as preliminary versions of the original questionnaire to assess autonomy support in educational settings (AU)

Los objetivos de este trabajo fueron traducir al español, analizar las propiedades psicométricas del Learning Climate Questionnaire (LCQ) y desarrollar una forma corta. El LCQ es un cuestionario de 15 items que evalúa el apoyo a la autonomía en el contexto educativo. Los participantes fueron 422 estudiantes (60 hombres y 362 mujeres). Los resultados mostraron evidencias de validez de constructo y una fiabilidad adecuada. La forma corta del LCQ que consta de cinco items mostró adecuadas propiedades psicométricas. Los resultados de la correlación de Pearson y del índice Gower mostraron una alta concordancia entre las formas larga y corta. En conclusión, ambas formas pueden ser consideradas como versiones preliminares del cuestionario original para evaluar el apoyo a la autonomía en el contexto educativo (AU)

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.

Relationships between intrinsic motivation, physical self-concept and satisfaction with life: a longitudinal study.

In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18-70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.

Traducción y validación de la versión española de la Échelle de Satisfacción des Besoins Psychologiques en el contexto educativo / Translation and validation of the Spanish version of the Échelle de Satisfaction des Besoins Psychologiques in academic context

El propósito de esta investigación fue traducir y analizar las propiedades psicométricas de la versión española de la Échelle de Satisfaction des Besoins Psychologiques en una muestra de 324 estudiantes universitarios (99 hombres y 225 mujeres). Los resultados del análisis factorial confirmatorio confirmaron la estructura de tres factores correlacionados de la escala. Asimismo, la consistencia interna mostró evidencias de fiabilidad. Se obtuvieron evidencias de validez concurrente mediante un análisis de ecuaciones estructurales en el que el clima motivacional a la tarea predecía de forma positiva las tres necesidades psicológicas básicas y éstas, a su vez, la motivación intrínseca. Los resultados apoyan preliminarmente el uso de la versión española de la escala en el contexto de la educación superior (AU)

The aim of the present research was to translate and to analyze the psychometric properties of the Spanish version of the Échelle de Satisfaction des Besoins Psychologiques using a sample of 324 university students (99 males and 225 females). Results of the confirmatory factor analysis confirmed the correlated three factor structure of the scale. Like-wise, internal consistence showed evidences of reliability. The concurrent validity was tested using a structural equation model which task orientation climate predicted the three basic psychological needs and these, in turn, the intrinsic motivation. Results support preliminary the use of the Spanish version of the scale in higher education (AU)

The mediating role of perceived competence: testing a motivational sequence in university students / El rol mediador de la competencia percibida: análisis de una secuencia motivacional en estudiantes universitarios

In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orientation and one for task orientation. Results showed that perceived competence acts as a good mediator in the relation between ego orientation and intrinsic motivation, and as a partial mediator in the relation between task orientation and intrinsic motivation.

Con el objetivo de probar el rol mediador de la competencia percibida entre cada una de las orientaciones de meta (ego y tarea) y la motivación intrínseca en una secuencia motivacional en el contexto universitario, se examinaron dos modelos basados en la teoría de la evaluación cognitiva y en la teoría de metas de logro. Las versiones en español de varias pruebas de motivación para evaluar la competencia percibida y las emociones positivas y el interés, fueron completadas por 276 (138 hombres y 138 mujeres) estudiantes universitarios bolivianos. Mediante la técnica de ecuaciones estructurales se verificaron dos modelos, uno para la orientación al ego y otro para la orientación a la tarea. Los resultados mostraron que la competencia percibida resulta un buen mediador en la relación entre orientación al ego y motivación intrínseca, y un mediador parcial en la relación entre orientación a la tarea y motivación intrínseca.

Preliminary validation of a Brazilian version of the Sport Motivation Scale / Validación preliminar de una versión brasilera de la Escala de Motivación Deportiva

La Escala de Motivación Deportiva fue desarrollada en francés y traducida al inglés, siendo validada por Pelletier et al. (1995). Es basada en los principios de la Teoria de la auto-determinación. El presente estudio tradujo la versión en inglés al portugués para validarla con brasileños utilizando una muestra de 419 deportistas (127 mujeres y 292 hombres) de diez modalidades. La versión brasileña demonstró niveles satisfactorios de consistencia interna y estabilidad temporal durante cuatro semanas. Los resultados del analisis factorial confirmatoria soportaron parcialmente la estructura de siete factores. Diferencias en el género fueron encontradas en todas las subescalas. Los resultados confirman la posibilidad de utilización de la version brasileña para evaluar la motivación en el deporte.

The Sport Motivation Scale was firstly developed in French and later translated into English and validated by Pelletier et al. (1995). It is based on the principles of self-determination theory. The present study translatedthe English version into Portuguese to access and validate it with Brazilian athletes using a sample of 419 athletes (127 women and 292 men) from ten sports. The Brazilian version of the scale showed satisfactory levels of internal consistency and temporal stability over a four-week period. The results of a confirmatory factor analysis partially supported the seven-factor structure. Finally, gender differences were found in all subscales. Taken together, these findings support the use of the Brazilian version of the scale for the assessment of motivation in sport.