Motivational Processes towards Physical Activity in the School Context in Colombian University Students: A Study from the Self-Determination Theory
DOI:
https://doi.org/10.17533/udea.efyd.v40n1a05Keywords:
Self-determination theory, physical activity, physical education, university studentsAbstract
The objective of the study was to evaluate, from the self-determination theory, the role of motivational processes as predictors of the practice of physical activity in free time in Colombian university students. 193 students completed a self-administered questionnaire about the perception of physical education teacher support, satisfaction, and frustration of basic psychological needs, motivational regulation, the perception of social support, and physical activity in free time. The model showed a positive and significant correlation between support and satisfaction of basic psychological needs, self-determined motivation and social support for total physical activity, and moderate to vigorous physical activity. These results are consistent with multinomial regression analysis and partial with linear regression, where age, autonomous motivation, and support for autonomy were highlighted as significant predictors. Physical activity in free time can be predicted from motivational factors and the experience of students in physical education class during the school context.
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