El efecto del apoyo a la autonomía de los profesores de Educación Física en las necesidades psicológicas básicas y el ejercicio físico de los estudiantes universitarios
DOI:
https://doi.org/10.47197/retos.v69.116685Palabras clave:
Teoría de la autodeterminación, apoyo a la autonomía, necesidades psicológicas básicas, comportamiento de ejercicioResumen
Antecedentes: Este estudio aplicó la teoría de la autodeterminación para investigar el efecto mediador de las necesidades psicológicas básicas entre el apoyo a la autonomía en el ejercicio y el comportamiento de actividad física, con el objetivo de construir un modelo de ruta para promover la participación de estudiantes universitarios en el ejercicio físico y proporcionar una base teórica para intervenciones en su comportamiento de ejercicio.
Metodología: Se realizó una encuesta por muestreo de conveniencia utilizando los cuestionarios Escala de Apoyo a la Autonomía, Escala de Necesidades Psicológicas Básicas y *Physical Activity Rating Scale-3 (PARS-3)*. Los participantes fueron 1,155 estudiantes universitarios (edad 19.38 ± 0.979; 524 hombres, 631 mujeres). Se emplearon análisis de regresión y modelos de ecuaciones estructurales para analizar los datos.
Resultados: El apoyo a la autonomía en el ejercicio predijo significativamente el comportamiento de ejercicio físico (β= 0.235, R²= 0.06, p<0.01). Las necesidades psicológicas básicas tuvieron un efecto de mediación completa entre el apoyo a la autonomía y el comportamiento de ejercicio (β=0.304, R²=0.11, p<0.01), con un efecto indirecto de 4.085.
Conclusión: La satisfacción de las necesidades psicológicas básicas es un mediador clave en la influencia del apoyo a la autonomía sobre el comportamiento de ejercicio en estudiantes universitarios. Cuanto mayor es el nivel de apoyo a la autonomía percibido de los docentes, más se favorece la satisfacción de estas necesidades, incentivando así la participación activa en el ejercicio físico y la adopción de un estilo de vida autónomo y regular en esta práctica.
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