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Aleksejūniene J, Dziaugyte-Eyeberdiyev L, Rasteniene R, Brukiene V. Self-determination theory guided oral self-care training for adolescents-A cluster randomised controlled trial. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e5506-e5514. [PMID: 36000709 DOI: 10.1111/hsc.13974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Revised: 07/13/2022] [Accepted: 08/09/2022] [Indexed: 06/15/2023]
Abstract
Quality oral self-care is a key element in maintaining oral health, which is important for students' general health, their overall well-being and learning. The cluster randomised controlled trial tested the following hypotheses: (1) self-determination theory (SDT)-guided dental education is superior to conventional dental instruction in modifying oral self-care in adolescents; (2) after the discontinued dental education, improved oral self-care is only maintained for short rather than long term and (3) multiple predictors explain variations in adolescents' oral self-care at different observation periods. The intervention group (N = 97) received three face-to-face educational sessions to facilitate adolescents' intrinsic motivation, while the control group (N = 99) had one conventional dental instruction session. Dental plaque scores (% of tooth area covered by dental plaque) indicated a lack of oral self-care. Linear multivariable models tested the following predictors of oral self-care at different observation periods: socio-demographics (sex, socio-economic status, school) and self-determination attributes (autonomy, relatedness, competence). Results indicated that from baseline to the 6-month follow-up, dental plaque scores decreased (oral self-care improved) in the intervention group but not in the control group. At the 12-month follow-up point, there were no significant differences in mean plaque scores between the study groups. Baseline plaque levels (β = 0.807), the type of dental instruction (theory guided vs. conventional) (β = 0.208), relatedness (β = 0.106) and competence (β = 0.102) were significant predictors that explained 67.6% of the variance in dental plaque scores at the 12-month follow-up point. The theory-guided education was superior to conventional verbal instruction in improving adolescent oral self-care; however, this improvement was only maintained short term. Variations in adolescent oral self-care at short- and long-term observation points were explained by baseline oral self-care levels and two SDT components: relatedness and competence.
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Affiliation(s)
- Jolanta Aleksejūniene
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Ruta Rasteniene
- Institute of Odontology, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | - Vilma Brukiene
- Institute of Odontology, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
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Pulido JJ, Tapia-Serrano MÁ, Díaz-García J, Ponce-Bordón JC, López-Gajardo MÁ. The Relationship between Students' Physical Self-Concept and Their Physical Activity Levels and Sedentary Behavior: The Role of Students' Motivation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18157775. [PMID: 34360069 PMCID: PMC8345693 DOI: 10.3390/ijerph18157775] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 07/12/2021] [Accepted: 07/19/2021] [Indexed: 12/28/2022]
Abstract
This study aimed to analyze the association between specific dimension (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) of students’ physical self-concept (PSC) and their physical activity (PA) levels (i.e., intentions to be physically active and out-of-school PA levels perceived by students) and sedentary behavior (SB) (i.e., total sitting and screen time perceived by students). We also tested the role of students’ motivation (i.e., intrinsic motivation and amotivation) towards PA in these relationships. A total of 1998 Spanish male (n = 1003) and female (n = 995) secondary students, aged between 13 and 17 years (M = 14.92, SD = 0.87) from 22 schools, enrolled in third grade (n = 1081) and fourth grade (n = 917), completed the self-reported questionnaires. Five independent structural equation modeling (SEM) adjusted by students’ sex was used to examine the association between specific dimension of students’ PSC (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) and self-reported PA and SB variables, and to test the role of students’ motivation in these relationships. Overall, most of students’ PSC dimension positively predicted students’ PA outcomes, and were negatively associated with SB. In addition, most of students’ PSC dimension were positively associated with intrinsic motivation, and negatively predicted amotivation. In turn, intrinsic motivation was a positive predictor of PA outcomes, and a negative predictor of SB, whereas amotivation was a negative predictor of PA outcomes and sitting time, and a positive predictor of screen time. Finally, from PSC dimensions, sex as a covariate was a positive predictor of intrinsic motivation and PA outcomes, and was a negative predictor of amotivation and sitting time. These findings suggest the importance of the specific dimensions of PSC perceived by adolescents on their motivational processes, and in turn, on their PA and SB outcomes.
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Affiliation(s)
- Juan J. Pulido
- Correspondence: (J.J.P.); (M.Á.L.-G.); Tel.: +34-927-257460 (M.Á.L.-G.)
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Palmer K, Robbins LB, Ling J, Kao TSA, Voskuil VR, Smith AL. Adolescent Autonomous Motivation for Physical Activity: A Concept Analysis. J Pediatr Nurs 2020; 54:e36-e46. [PMID: 32451168 DOI: 10.1016/j.pedn.2020.04.020] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 04/22/2020] [Accepted: 04/23/2020] [Indexed: 10/24/2022]
Abstract
PURPOSE The purpose of this concept analysis is to develop a clear definition of adolescent autonomous motivation for physical activity (PA) based on all existing theoretical and operational definitions of autonomous motivation noted in the literature. For providers, understanding this is essential to elucidate why some adolescents choose to participate in a health-promoting behavior like PA. Researchers need to identify if they are evaluating autonomous motivation or a different type. METHODS Rodgers' Evolutionary Method of concept analysis was used. PubMed, CINAHL, ERIC, PsychInfo, and Sport Discus were searched. RESULTS No concept analysis of adolescent autonomous motivation for PA was found. Autonomous motivation may include intrinsic motivation and two forms of extrinsic motivation, integrated and identified behavioral regulations. Defining attributes include being: 1) dynamic and 2) on a continuum. Adolescent autonomous motivation for PA is a personal desire to attain PA because the behavior is fun and enjoyable, or it is an important part of how the adolescent self-identifies. The adolescent views the self as being healthy so maintains a healthy lifestyle; or views the self as athletic so needs to attain adequate MVPA. CONCLUSION Findings are that an autonomy-supportive environment and positive perceptions of PA are needed in order to have the outcome of increased PA. The information may be helpful for promoting consistency of measurement across disciplines. Future research with adolescents is warranted to examine underlying differences between males and females, by age, weight status, and developmental stage. PRACTICE IMPLICATIONS An in-depth understanding is needed for providers who are interested in developing interventions to assist adolescents in regularly attaining adequate PA.
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Affiliation(s)
- Karla Palmer
- Michigan State University College of Nursing, United States.
| | | | - Jiying Ling
- Michigan State University College of Nursing, United States
| | | | | | - Alan L Smith
- Michigan State University Kinesiology, United States.
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Understanding Physical Activity Intentions in Physical Education Context: A multi-level Analysis from the Self-Determination Theory. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17030799. [PMID: 32012824 PMCID: PMC7036780 DOI: 10.3390/ijerph17030799] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/27/2019] [Revised: 01/23/2020] [Accepted: 01/24/2020] [Indexed: 11/17/2022]
Abstract
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students' motivation and behavior.
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Coledam DHC, Ferraiol PF, Greca JPDA, Teixeira M, Oliveira ARD. PHYSICAL EDUCATION CLASSES AND HEALTH OUTCOMES IN BRAZILIAN STUDENTS. ACTA ACUST UNITED AC 2018; 36:192-198. [PMID: 29617472 PMCID: PMC6038794 DOI: 10.1590/1984-0462/;2018;36;2;00011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 06/25/2017] [Indexed: 11/22/2022]
Abstract
Objective: To analyze the association between participation and physical activity
during Physical Education classes with health outcomes in Brazilian
students. Methods: 681 Brazilian students (50.5% female) aged 10 to 17 years participated in
this cross-sectional study. Independent variables analyzed were
participation and physical activity during Physical Education classes, both
assessed using a self-report questionnaire. The outcomes were:
cardiorespiratory fitness (20-meter Shuttle Run test), muscle strength
(Push-up test), overweight and obesity (body mass index) and high blood
pressure. Statistical analysis was conducted by Poisson regression to
estimate the prevalence ratio (PR) and 95% confidence intervals (95%CI)
adjusted for confounding variables (age, sex, parental education, physical
activity and sedentary behavior), considering the complex sample design. Results: Participation in Physical Education classes was not associated with any of
the studied variables. Being active during Physical Education classes was
associated with achieving health related criteria for cardiorespiratory
fitness (PR=1.34, 95%CI 1.16-1.55) and muscle strength (PR=1.36, 95%CI
1.09-1.71). The same did not occur for overweight (PR=1.04, 95%CI
0.95-1.14), obesity (PR=1.02, 95%CI 0.91-1.05), or high blood pressure
(PR=0.98, 95%CI 0.90-1.06). Conclusions: Students who reported being active during classes presented a higher
likelihood to achieve the health criteria for cardiorespiratory fitness and
muscle strength. However, classes traditionally offered in Brazil do not
protect students from overweight, obesity, or high blood pressure.
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Sánchez-Oliva D, Pulido-González JJ, Leo FM, González-Ponce I, García-Calvo T. Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PLoS One 2017; 12:e0189986. [PMID: 29284027 PMCID: PMC5746241 DOI: 10.1371/journal.pone.0189986] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2016] [Accepted: 12/06/2017] [Indexed: 11/19/2022] Open
Abstract
Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students' psychological need satisfaction, and hence, self-determined motivation toward PE classes.
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Affiliation(s)
| | | | - Francisco M. Leo
- Faculty of Teaching Training. University of Extremadura. Cáceres (Spain)
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Sánchez-Miguel PA, Leo FM, Amado D, Pulido JJ, Sánchez-Oliva D. Relationships between Physical Activity Levels, Self-Identity, Body Dissatisfaction and Motivation among Spanish High School Students. J Hum Kinet 2017; 59:29-38. [PMID: 29134046 PMCID: PMC5680684 DOI: 10.1515/hukin-2017-0145] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The aim of this study was to examine the relationships between gender and the educational grade on the one hand, and physical activity levels, motivation, self-identity, body dissatisfaction, the intention to be physically active and daily sitting time on the other, in a sample of Spanish high school adolescents. The sample consisted of 2087 Spanish students from the 3rd (n = 1141) and 4th grade (n = 946), both male (n = 1046) and female (n = 1041), ranging in age from 15 to 17 years old (M = 15.42; SD = .86). Students completed questionnaires to assess their levels of physical activity, self-identity, motivation, intention to be physically active and daily sitting time. The students' perceptions of their body height and mass were also tested. With the exception of walking MET values, the results showed gender differences in the variables tested. Male participants showed higher intrinsic motivation and lower amotivation than female participants. Furthermore, male students revealed higher levels of physical activity than female students. Finally, the research concluded with the importance of promoting intrinsic reasons for physical activity in order to encourage positive consequences in high school students.
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Affiliation(s)
| | | | - Diana Amado
- Faculty of Sports Sciences, University of Extremadura, Extremadura, Spain
| | - Juan José Pulido
- Faculty of Sports Sciences, University of Extremadura, Extremadura, Spain
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Sánchez-Oliva D, Leo Marcos FM, Amado Alonso D, Pulido-González JJ, García-Calvo T. Análisis de los perfiles motivacionales y su relación con los comportamientos adaptativos en las clases de educación física. REVISTA LATINOAMERICANA DE PSICOLOGIA 2015. [DOI: 10.1016/j.rlp.2015.06.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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