Perceções discentes sobre a escola e a educação física: influências na prática de atividade física

F. Góis, E. Gouveia, J. Martins, V. B. Filho, Adilson Marques
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Abstract

This study analyzed the relationships hypothesized by the Theory of Achievement Objectives in physical education classes and school satisfaction in the prediction of attitudes (the taste for physical activity and self-efficacy) and the level of physical activity of adolescents from two secondary schools. 624 adolescents (326 boys) participated, aged between 14 and 17 years old from two schools in Fortaleza, Ceará, Brazil. Several questionnaires were used as an instrument. Linear regression analysis stratified by school was performed, testing three models hierarchically. Most students did not meet the recommendations for physical activity (<60 min / day) and showed moderate effectiveness, with no significant difference between schools. There was a difference between schools regarding the taste for physical activity (p = 0.001), school satisfaction (p = 0.007), the mastery objective (p <.001), the social approval objective (p = 0.002), the mastery climate (p <0.001) and the performance-approximation climate (0.001). In conclusion, the model that included the motivational climate, school satisfaction and achievement objectives, proved to be the most adequate to predict the physical activity of students from both schools.
学生对学校和体育的看法:对体育活动实践的影响
本研究分析了体育课堂成就目标理论与学校满意度在预测两所中学青少年体育活动态度(体育活动品味和自我效能感)和体育活动水平中的关系。624名青少年(326名男孩)参加了这项研究,他们来自巴西塞埃尔福塔莱萨的两所学校,年龄在14至17岁之间。几份问卷被用作一种工具。按学校分层进行线性回归分析,对三个模型进行层次检验。大多数学生没有达到建议的体力活动(<60分钟/天),并且表现出中等效果,学校之间没有显著差异。不同学校在体育活动趣味(p = 0.001)、学校满意度(p = 0.007)、掌握目标(p <0.001)、社会认可目标(p = 0.002)、掌握氛围(p <0.001)和绩效近似氛围(0.001)方面存在差异。综上所述,包含动机气候、学校满意度和成就目标的模型被证明是最足以预测两所学校学生的体育活动的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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