Jaime León

Relationships between intrinsic motivation, physical self-concept and satisfaction with life: A longitudinal study

Abstract In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18–70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.

Analysis of the psychometric properties of the Spanish version of the Trait Meta-Mood Scale in a sports context.

The purpose of the present research was to analyze the psychometric properties of the Trait Meta-Mood Scale (TMMS) in sport context. The TMMS is a 24-item self-report measure that assesses perceived emotional intelligence, which is the extent to which people believe they pay attention to their emotions and are capable of distinguishing and regulating them. Participants were 368 athletes (257 male, 111 female; M age = 21.4 yr., SD = 5.5; range = 14–40). Factor validity was tested via Confirmatory Factor Analysis. Based on factor loadings, covariances, and modification indices, the TMMS was reduced to a 22-item model. This respecification showed adequate reliability and construct validity. Multistep analysis of invariance indicated that the factor structure of the TMMS is invariant across sex. Predictive validity was assessed through path analysis. The results support the use of the Spanish version of the TMMS in a sport context.

The relationship between teacher’s autonomy support and students’ autonomy and vitality

What makes a student feel vital and energetic? Using the self-determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers’ attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher’s autonomy support acts as a predictor of autonomy, which, in turn, predicts changes in vitality. Data were collected at three time points from 216 university students who completed the instruments during a semester. Using structural equation modeling, we obtained evidence for the hypothesized model. Implications and future perspectives are discussed. This study suggests that if teachers promote choice, minimize pressure to perform tasks in a certain way, and encourage initiative, in contrast to a controlling environment, characterized by deadlines, external rewards, or potential punishments, they will provide students with interesting experiences that are full of excitement and positive energy.

MOTIVACIÓN INTRÍNSECA, AUTOCONCEPTO FÍSICO Y SATISFACCIÓN CON LA VIDA EN PRACTICANTES DE EJERCICIO FÍSICO: ANÁLISIS DE UN MODELO DE ECUACIONES ESTRUCTURALES EN EL ENTORNO DE PROGRAMACIÓN R

Resumen es: Partiendo de los postulados de la teoria de la autodeterminacion y del modelo jerarquico de la motivacion intrinseca y extrinseca, el objetivo de este tr...

Translation and Validation of the Spanish Version of the Échelle de Satisfaction des Besoins Psychologiques in the Sports Context

The aim of the present research was to translate and to analyze the psychometric properties of the Spanish version of the Satisfaction of Psychological Needs Scale, using a sample of 284 athletes (204 male and 78 female). Results of the confirmatory factor analysis confirmed the correlated three-factor structure of the scale. Furthermore, the results showed evidence of convergence validity with the Basic Psychological Needs in Exercise Scale. The predictive validity was tested using a structural equation model in which task orientation climate predicted the three basic psychological needs and these, in turn, intrinsic motivation. Likewise, we documented evidence of reliability, analyzed as internal consistency and temporal stability. Results partially support the use of the Spanish version of the scale in sports.

Assessing mindfulness: The Spanish version of the Mindfulness Attention Awareness Scale

Abstract The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), and analyze the psychometric properties of the resulting Spanish version. A total of 330 students took part in this study. We performed a confirmatory factor analysis (WLSMV estimator) to test the factor structure, computed the ordinal alpha to evaluate evidence of reliability, calculated the square root of the average variance explained to check the discriminant validity, and accomplished a structural equation model to test the concurrent validity. Students were grouped in classes, so parameters and standard error were estimated by maximizing a weighted log likelihood function by using a sandwich estimator. Missing data was estimated using expectation-maximization algorithm. Results showed evidence of reliability and of factorial, discriminant and concurrent validity. Mindfulness showed a positive effect on three indicators of well-being, life satisfaction, self-esteem, and subjective vitality. In conclusion, the results support the use of the Spanish version of the MAAS.

Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement

Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale’s reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.