One of the scales most used to measure quickly and easily eHealth Literacy is the eHealth Literacy Scale (eHEALS); however, there was no validation of this scale in Spanish. Therefore, the aim of this study was to adapt and validate the eHealth Literacy Scale (eHEALS) to the Spanish context. Spanish translation of the scale eHEALS was administered along with other scales to measure some indicators of psychological well-being (self-esteem, subjective vitality and life satisfaction). A sample of 447 university students aged between 18 and 45 years was selected. An exploratory factor analysis, confirmatory factor analysis, analysis of invariance, reliability, temporal stability and bivariate correlations were performed. Exploratory factor analysis revealed a monofactorial structure that explained 52.55% of variance, with high factor loadings of the items. Reliability of 0.87 and test-retest correlation of 0.78 was obtained. The confirmatory factor analysis showed appropriate adjustments indices: χ2=66.60; p=0.00; χ2/ df=4.44; comparative fit index=0.97; incremental fit index=0.97; tucker lewis index=0.94; root mean square of approximattion =0.08; standardized root mean square residual=0.05. The questionnaire was invariant by gender. Regarding the criterion validity, a statistically significant and positive correlations between 0.12 and 0.16 with three indicators of psychological wellbeing was obtained (self-esteem, subjective vitality and life satisfaction). The spanish version of the eHEALS tested in this work has shown to be a valid and reliable scale to measure eHealth competence in university students.

The aim was to review the effects of interventions based on self-determination theory and achievement goals theory on intention to be physically active in the future in physical education students, as well as to conduct a meta-analysis to determine the overall effect size of these interventions. PRISMA guidelines were followed to conduct this systematic review and meta-analysis. Three scientific electronic databases were used: Web of Science (WOS), Scopus, and SportDiscus. A total of eleven studies fulfilled the inclusion criteria and were included in the meta-analysis. Effect size for intention to be physically active of each study was calculated using the means and standard deviations before and after the intervention. The overall effect size for intention was moderate (standardized mean difference = 0.47 with 95% CI from 0.28 to 0.67), while the heterogeneity was large. Seven of the eleven studies reported significant within-group improvements in intention after the intervention. Eight studies showed significant between-group differences in favor of the experimental group. The findings showed that teaching strategies, family involvement, and the use of videos related to physical activity participation may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Interventions based on self-determination theory and achievement goals theory could be useful in the process of the promotion of physical activity. However, given the large heterogeneity, these findings must be taken with caution.

Beneficios psicológicos de la actividad física y el deporte

El objetivo principal de este estudio fue analizar el poder de predicción del apoyo a la autonomía sobre las necesidades psicológicas básicas, la motivación, el rendimiento percibido de los deportistas y la intención de ser físicamente activos. Se empleó una muestra de 150 participantes con edades comprendidas entre los 12 y 18 años (M = 14.75, DT = 1.83), procedentes de escuelas deportivas de las provincias de Huelva y Sevilla. Se usó la versión española del Cuestionario de Clima en el Deporte (S-SCQ), la Escala de las Necesidades Psicológicas Básicas en el Ejercicio (BPNES), el Cuestionario de Regulación Conductual en el Deporte (BRSQ), la Medida de la Intencionalidad de seguir siendo Físicamente Activo (IPAS) y el Cuestionario del Rendimiento Percibido en el Deporte (PPSQ). Los resultados del análisis de regresión mostraron que el apoyo a la autonomía adquirió un papel esencial en la satisfacción de las necesidades psicológicas básicas. El apoyo a la autonomía, la competencia y la relación predijeron de forma positiva la regulación intrínseca. Además, la satisfacción de la relación predijo positivamente la regulación integrada y la regulación identificada. Por su parte, el apoyo a la autonomía, la competencia, la relación y la regulación integrada predijeron la intención de ser físicamente activo de forma positiva, explicando el 67% de la varianza. Por último, se encontró que la satisfacción de la competencia y la regulación externa predijeron de forma positiva el rendimiento percibido de los deportistas, explicando el 48% de la varianza.

The development of new technologies is causing rapid changes in the school curriculum. In this way, it is necessary to emphasize the training and learning, by part of the students, of a correct digital lite-racy due to the rise of the Internet. In this line of study, it should be noted that there is a sector of the population, which presents an intellectual disability in any society. In this sense, the present study is to evaluate the development of the communicative ability in young people with mild intellectual disability, using an electronic environment that stimulates the behavior and ability to process information that will enable to launch media literacy for the good interaction in their own environment. The methodology in this research is quantitative, using an evaluation model based on the dimensions selected to study. In this way, we analyzed a total of 6 subjects, belonging to the Center of Attention (CAM) of Saltillo, Coahuila (Mexico). Among the most relevant conclusions, it can be noted that delay in respect to a good media literacy. However, the study clarifies that interest was awakened in the young people for the digital platforms, despite the fact that educational institutions do not support this teaching methodology.