Juan L. Núñez

The Rosenberg Self-Esteem Scale: Translation and Validation in University Students

The aim of this study was to translate into Spanish and to validate the Rosenberg Self-Esteem Scale (RSES), completed by 420 university students. Confirmatory factor analysis revealed that the model that best fit the data, both in the total sample and in the male and female subsamples, was the one-factor structure with method effects associated with positively worded items. The results indicated high, positive correlations between self-esteem and the five dimensions of self-concept. The scale showed satisfactory levels of internal consistency and temporal stability over a four-week period. Lastly, gender differences were obtained. These findings support the use of the RSES for the assessment of self-esteem in higher education.

PRELIMINARY VALIDATION OF A SPANISH VERSION OF THE SPORT MOTIVATION SCALE

The Sport Motivation Scale was developed in French and later translated into English and validated by Pelletier, et al. in 1995. It is based on the principles of self-determination theory. In this study the scale was translated into Spanish to assess and validate it for a sample of 275 athletes (78 women and 197 men) whose mean age was 21.3 yr. (SD = 3.8) and who represented eight sports (track and field, tennis, swimming, waterpolo, soccer, basketball, handball, and volleyball). The Spanish version showed satisfactory internal consistency (Cronbach α of .70 to .80) and temporal stability (test-retest r = .69 to .74) over a 4-wk. period. A confirmatory factor analysis partially supported the seven-factor structure. Correlations among the subscales indicated a simplex pattern supporting the construct validity of the scale. Sex differences were found. Taken together, these findings support use of the Spanish version for assessment of motivation in sport.

Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context

The purpose of the present research was to translate into Spanish and analyze the psychometricA properties of the Situational Motivation Scale (SIMS). The participants were 373 undergraduate students (126 males and 247 females). Factor validity was tested via confirmatory factor analysis. Based on factor loadings and modification indexes, the SIMS was reduced to a 14-item model. This respecification showed adequate internal consistency and construct validity. The multistep analysis of invariance revealed that the factor structure of the SIMS is invariant across gender. Likewise, MANOVA revealed that amotivation was the only significant variable across gender. Predictive validity was assessed through path analysis. The results support the preliminary use of the Spanish version of the SIMS for the assessment of situational motivation in education.

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.

Intrinsic motivation and sportsmanship: mediating role of interpersonal relationships.

This study analyzed the mediating role of interpersonal relations between intrinsic motivation and sportsmanship. Athletes (98 men, 97 women), ages 11 to 43 years, completed measures of intrinsic motivation toward sports, self-concept of social and family relations, and sportsmanship orientation. A structural equation model indicated that self-concept of interpersonal relations mediated the relation between intrinsic motivation and sportsmanship. Also, intrinsic motivation was directly and positively associated with self-concept of interpersonal relations, which, in turn, was positively and significantly related to sportsmanship. Variances explained by self-concept of interpersonal relations and by sportsmanship were 32 and 56%, respectively. The motivational interaction between the context of interpersonal relations and the sports context proposed in the hierarchical model of intrinsic and extrinsic motivation was discussed.

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...

Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria

Resumen El propósito de este trabajo fue adaptar y validar la Escala de Motivación Educativa (EME-E) en estudiantes de Secundaria postobligatoria. Participaron en el estudio 425 estudiantes, 239 de bachillerato y 186 de ciclos deformación profesional. La versión española adaptada denominada Escala de Motivación Educativa en secundaria (EME-S) mostró una estructura factorial oblicua de siete factores. Los resultados mostraron correlaciones positivas entre las subescalas más autodeterminadas y las variables autoestima y autoconcepto académico. La fiabilidad mostró niveles adecuados. El análisis de varianza multivariado mostró un perfil más autodeterminado en las mujeres y en los estudiantes de ciclos de formación profesional. Finalmente, los resultados apoyan parcialmente la utilización de la EME-S en el contexto de la educación secundaria postobligatoria para evaluar los diferentes tipos de motivación.

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.