Multigroup model of Self-Determination Theory on the intention to be physically active in school and out-of-school contexts
DOI:
https://doi.org/10.47197/retos.v80.118982Keywords:
Autonomy, Competence, Relatedness, Physical Education, GenderAbstract
Introduction: Self-determination theory is one of the most widely used theories for explaining human behavior.
Objective: To examine, through a multigroup structural equation model, the causal relationships among basic psychological needs satisfaction, motivational variables, intention to engage in physical activity, and actual physical activity behavior, with a focus on gender differences.
Methodology: The sample consisted of 414 students in the third cycle of primary education. Data were collected using the Psychological Needs Scale in Physical Education, the Perceived Locus Scale, the PAQ-C questionnaire, and the Measure of Intentionality to be Physically Active.
Results: The satisfaction of basic psychological needs has been positively associated with autonomous motivation (β = 0.527; p < 0.001). Autonomous motivation has been positively related to the intention to be physically active (β = 0.584; p < 0.001). The intention to be physically active was positively related to extracurricular physical activity (β = 0.268; p < 0.001), physical education (β = 0.272; p < 0.001) and recess (β = 0.207; p = 0.002). The multigroup analysis showed similar results in boys and girls, although with slight differences in the magnitude of some coefficients.
Discussion: Autonomous motivation mediates the relationship between basic psychological needs and the intention to be physically active.
Conclusions: Promoting the satisfaction of basic psychological needs in physical education classes strengthens autonomous motivation and the intention to be physically active, encouraging physical activity in different contexts. These strategies should take gender interests into account in order to optimise student participation and commitment.
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