RELACIÓN ENTRE EL APOYO SOCIAL PERCIBIDO PARA LA PRÁCTICA DE ACTIVIDAD FÍSICA Y LA MOTIVACIÓN HACIA LA EDUCACIÓN FÍSICA ESCOLAR EN EL ALUMNADO DE EDUCACIÓN SECUNDARIA OBLIGATORIA. UN ESTUDIO TRANSVERSAL
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2021-11-02
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Jaén: Universidad de Jaén
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[ES] El objetivo del presente estudio fue conocer cómo el apoyo familiar y de los iguales afecta a las expectativas, la utilidad percibida y la motivación intrínseca que el alumnado desarrolla para la educación física escolar. La muestra estaba formada por 343 niños y niñas (128 varones). Se recogieron variables antropométricas a través de un cuestionario sociodemográfico, el apoyo social percibido se cuantificó a través de la Escala de Influencia Social hacia la Actividad Física (Sallis, Taylor, Dowda, Freedson y Pate), además, se realizó el Cuestionario de expectativa-valor orientado a la Educación Física Escolar (Eccles y Wigfield) para conocer su motivación e interés hacia la asignatura. Los resultados indicaron que los chicos percibían un mayor apoyo por parte de sus progenitores el apoyo familiar y
de los pares se asoció positivamente con las expectativas y utilidad concedida a la Educación Física, además el apoyo atribuido a los iguales contribuía a predecir su grado de motivación.
[EN] The aim of the present study was to determine how family and peer support affects the expectations, perceived usefulness and intrinsic motivation that students develop for school physical education. The sample consisted of 343 boys and girls (128 boys). Anthropometric variables were collected through a sociodemographic questionnaire, perceived social support was quantified through the Social Influence Scale for Physical Activity (Sallis, Taylor, Dowda, Freedson and Pate), and the Expectation-Value Questionnaire for School Physical Education (Eccles and Wigfield) was used to determine their motivation and interest in the subject. The results indicated that the boys perceived greater support from their parents, family and peer support was positively associated with the expectations and usefulness given to Physical Education, and the support attributed to peers contributed to predict their degree of motivation.
[EN] The aim of the present study was to determine how family and peer support affects the expectations, perceived usefulness and intrinsic motivation that students develop for school physical education. The sample consisted of 343 boys and girls (128 boys). Anthropometric variables were collected through a sociodemographic questionnaire, perceived social support was quantified through the Social Influence Scale for Physical Activity (Sallis, Taylor, Dowda, Freedson and Pate), and the Expectation-Value Questionnaire for School Physical Education (Eccles and Wigfield) was used to determine their motivation and interest in the subject. The results indicated that the boys perceived greater support from their parents, family and peer support was positively associated with the expectations and usefulness given to Physical Education, and the support attributed to peers contributed to predict their degree of motivation.