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Mr. Luis García-González
University of Zaragoza, Spain

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0 Cognitive Psychology
0 Physical Education
0 Teaching
0 Motivation (SDT, AGT)
0 teaching styles

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teaching styles

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Journal article
Published: 17 August 2021 in International Journal of Environmental Research and Public Health
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The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

ACS Style

Javier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health 2021, 18, 8699 .

AMA Style

Javier Sevil-Serrano, Ángel Abós, Sergio Diloy-Peña, Pedro L. Egea, Luis García-González. The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health. 2021; 18 (16):8699.

Chicago/Turabian Style

Javier Sevil-Serrano; Ángel Abós; Sergio Diloy-Peña; Pedro L. Egea; Luis García-González. 2021. "The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players." International Journal of Environmental Research and Public Health 18, no. 16: 8699.

Article
Published: 30 July 2021 in Current Psychology
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The relationship between both coaches’ need-supportive and controlling behaviors and different athletes’ motivational outcomes has been previously examined. However, little is known about the coexistence of coaches’ need-supportive and controlling behaviors in the sports context and even less, about what coach’s motivating style configuration may yield the most and the least adaptive pattern of outcomes in relation to athletes’ motivating experiences. Grounded in self-determination theory (SDT), this study aimed to identify coach motivating style groups based on athletes’ perceptions of need-supportive and four controlling behaviors (i.e., controlling use of rewards, negative conditional regard, intimidation, and personal control), and to examine their differences in terms of athletes’ motivational outcomes and sport commitment. Using a sample of 658 young water polo players (M age = 14.76, SD = 1.36), results revealed five distinct coach motivating style groups. A coexistence of need-supportive and controlling use of rewards was identified among athletes in two groups. The “very low support-high control” group yielded the most maladaptive outcomes, while the “high support-low control” group was the most optimal style, even when compared to coaches that combined high need-supportive and controlling practices. This study provides deeper insights on how athletes may perceive simultaneously coach’s need-supportive and controlling behaviors, and how some controlling practices imply a higher motivational cost among athletes.

ACS Style

Ángel Abós; Miguel Murillo; Javier Sevil-Serrano; Luis García-González. How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach. Current Psychology 2021, 1 -12.

AMA Style

Ángel Abós, Miguel Murillo, Javier Sevil-Serrano, Luis García-González. How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach. Current Psychology. 2021; ():1-12.

Chicago/Turabian Style

Ángel Abós; Miguel Murillo; Javier Sevil-Serrano; Luis García-González. 2021. "How coaches’ need-supportive and controlling behaviors are related to different (mal)adaptive outcomes in water polo players: a person-centered approach." Current Psychology , no. : 1-12.

Journal article
Published: 24 May 2021 in Psychology of Sport and Exercise
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Grounded in self-determination theory (SDT), perceived task variety has been related to motivational outcomes and physical activity-related behaviors in exercise settings. However, no studies have examined the role of perceived task variety in Physical Education (PE) from an SDT perspective. This cross-sectional study aspires to expand the role of perceived task variety from the context of exercise to the field of PE via multi-study: Study 1, in a sample of 210 students (Mage = 13.07 ± 0.64), aims to validate the Perceived Task Variety in Physical Education (PTVPE) questionnaire; Study 2, in a sample of 908 students (Mage = 14.35 ± 1.54), aims to examine whether perceived task variety in PE predicts additional variance in physical activity intention when assessed alongside satisfaction of the basic psychological needs, through the mediating effect of self-determined motivation. In Study 1, results showed that PTVPE is a valid and reliable questionnaire to measure perceived task variety in PE, displaying a one-factor structure invariant across gender. Perceived task variety in PE was found to be empirically distinct from the satisfaction of the other three basic psychological needs. In addition, perceived task variety predicted variance in autonomous motivation in PE, in addition to that explained by the satisfaction of the three basic psychological needs. In Study 2, results indicated that perceived variety in PE, alongside need satisfaction, explained autonomous motivation and amotivation, and that it indirectly benefited intention to be physically active. The PTVPE is the first valid and reliable instrument to measure students' perceptions of task variety in PE lessons using an SDT approach. Taken together, these findings contribute to further understanding the role of perceived task variety on students' motivational outcomes in PE and physical activity intention.

ACS Style

Ángel Abós; Luis García-González; Alberto Aibar; Javier Sevil-Serrano. Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach. Psychology of Sport and Exercise 2021, 56, 101988 .

AMA Style

Ángel Abós, Luis García-González, Alberto Aibar, Javier Sevil-Serrano. Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach. Psychology of Sport and Exercise. 2021; 56 ():101988.

Chicago/Turabian Style

Ángel Abós; Luis García-González; Alberto Aibar; Javier Sevil-Serrano. 2021. "Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach." Psychology of Sport and Exercise 56, no. : 101988.

Journal article
Published: 03 January 2021 in International Journal of Environmental Research and Public Health
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There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

ACS Style

Rafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health 2021, 18, 298 .

AMA Style

Rafael Burgueño, Ángel Abós, Luis García-González, Henri Tilga, Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18 (1):298.

Chicago/Turabian Style

Rafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education." International Journal of Environmental Research and Public Health 18, no. 1: 298.

Journal article
Published: 26 December 2020 in International Journal of Environmental Research and Public Health
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Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

ACS Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health 2020, 18, 110 .

AMA Style

Alexander Gil-Arias, Sergio Diloy-Peña, Javier Sevil-Serrano, Luis García-González, Ángel Abós. A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health. 2020; 18 (1):110.

Chicago/Turabian Style

Alexander Gil-Arias; Sergio Diloy-Peña; Javier Sevil-Serrano; Luis García-González; Ángel Abós. 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach." International Journal of Environmental Research and Public Health 18, no. 1: 110.

Journal article
Published: 31 July 2020 in Sustainability
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Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

ACS Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability 2020, 12, 6170 .

AMA Style

Luis García-González, Ángel Abós, Sergio Diloy-Peña, Alexander Gil-Arias, Javier Sevil-Serrano. Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability. 2020; 12 (15):6170.

Chicago/Turabian Style

Luis García-González; Ángel Abós; Sergio Diloy-Peña; Alexander Gil-Arias; Javier Sevil-Serrano. 2020. "Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables." Sustainability 12, no. 15: 6170.

Motivation and social processes
Published: 15 May 2020 in The Journal of Experimental Education
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The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multicomponent school-based interventions that involve the school community to improve students’ motivational outcomes in PE and leisure-time PA contexts.

ACS Style

Javier Sevil-Serrano; Alberto Aibar; Ángel Abós; Eduardo Generelo; Luis García-González. Improving motivation for physical activity and physical education through a school-based intervention. The Journal of Experimental Education 2020, 1 -21.

AMA Style

Javier Sevil-Serrano, Alberto Aibar, Ángel Abós, Eduardo Generelo, Luis García-González. Improving motivation for physical activity and physical education through a school-based intervention. The Journal of Experimental Education. 2020; ():1-21.

Chicago/Turabian Style

Javier Sevil-Serrano; Alberto Aibar; Ángel Abós; Eduardo Generelo; Luis García-González. 2020. "Improving motivation for physical activity and physical education through a school-based intervention." The Journal of Experimental Education , no. : 1-21.

Motivation and social processes
Published: 31 October 2019 in The Journal of Experimental Education
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Grounded in self-determination theory, this study examines the effects of a leisure-time physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, satisfaction, and burnout subtypes. Fifty-seven teachers (Mage = 46.81 ± 7.90), from two secondary schools randomized as an experimental (n = 22) or control (n = 35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were performed two days per week throughout one academic year. The experimental group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

ACS Style

Ángel Abós; Javier Sevil-Serrano; José Antonio Julián-Clemente; Eduardo Generelo; Luis García-González. Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time. The Journal of Experimental Education 2019, 89, 306 -325.

AMA Style

Ángel Abós, Javier Sevil-Serrano, José Antonio Julián-Clemente, Eduardo Generelo, Luis García-González. Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time. The Journal of Experimental Education. 2019; 89 (2):306-325.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; José Antonio Julián-Clemente; Eduardo Generelo; Luis García-González. 2019. "Improving Teachers' Work-Related Outcomes through a Group-Based Physical Activity Intervention during Leisure-Time." The Journal of Experimental Education 89, no. 2: 306-325.

Journal article
Published: 12 September 2019 in International Journal of Environmental Research and Public Health
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Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers' psychological functioning. Participants were 584 (Mage = 45.04; SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers' psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.

ACS Style

Ángel Abós; Javier Sevil-Serrano; Lisa E. Kim; Robert M. Klassen; Luis García-González; Abós; Sevil- Serrano; Kim; García- González. How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health 2019, 16, 3388 .

AMA Style

Ángel Abós, Javier Sevil-Serrano, Lisa E. Kim, Robert M. Klassen, Luis García-González, Abós, Sevil- Serrano, Kim, García- González. How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health. 2019; 16 (18):3388.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; Lisa E. Kim; Robert M. Klassen; Luis García-González; Abós; Sevil- Serrano; Kim; García- González. 2019. "How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale." International Journal of Environmental Research and Public Health 16, no. 18: 3388.

Journal article
Published: 29 August 2019 in International Journal of Environmental Research and Public Health
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The aim of this study was to identify the prevalence and clustering of health-related behaviors in Spanish adolescents and to examine their association with sex, body mass index (BMI), different types of sedentary screen time, and adherence to 24-hour movement guidelines. A final sample of 173 students (M = 12.99 ± 0.51) participated in this study. Cluster analysis was conducted based on five health-related behaviors: PA and sedentary time derived from accelerometers, as well as healthy diet, sedentary screen time, and sleep duration derived from self-reported scales. Recommendations for 24-hour movement guidelines (i.e., physical activity (PA), screen time, and sleep duration) were analyzed both independently and combined. A total of 8.9% of the sample did not meet any of the guidelines, whereas 72.3%, 17.3%, and 1.7% of the sample met 1, 2, or all 3 guidelines, respectively. Six distinct profiles were identified, most of them showing the co-occurrence of healthy- and unhealthy-related behaviors. Given that most of the adolescents failed to meet the combination of PA, screen time, and sleep duration guidelines, these findings suggest the necessity to implement school-based interventions that target multiple health behaviors, especially because (un)healthy behaviors do not always cluster in the same direction.

ACS Style

Javier Sevil-Serrano; Alberto Aibar-Solana; Ángel Abós; José Antonio Julián; Luis García-González. Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 3151 .

AMA Style

Javier Sevil-Serrano, Alberto Aibar-Solana, Ángel Abós, José Antonio Julián, Luis García-González. Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (17):3151.

Chicago/Turabian Style

Javier Sevil-Serrano; Alberto Aibar-Solana; Ángel Abós; José Antonio Julián; Luis García-González. 2019. "Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 17: 3151.

Comparative study
Published: 12 August 2019 in Research Quarterly for Exercise and Sport
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Purpose: Despite the well-known health benefits of physical activity (PA), disadvantaged populations usually have lower PA levels than the rest of the population. Some intra- and interpersonal factors such as different types of barriers to PA may influence PA levels, particularly among disadvantaged adult women. The first aim of this qualitative study was to identify the barriers to PA perceived by disadvantaged adult women. The second aim was to analyse the differences in perceived barriers to PA between adult Roma and non-Roma women. Methods: Eleven disadvantaged adult women participated in the current study (M = 37.72; SD = 8.34), seven of whom belonged to the Roma population. Data were obtained from discussion groups as well as from one-to-one interviews, and these were analysed by NVivo Pro 11. Results: Three categories of perceived barriers to PA were identified: personal (i.e., economy, labour, physical limitations, illness, and psychological characteristics) social (i.e., culture, lack of social support, and family), and environmental. Family was identified as the main common and most frequent barrier to PA in disadvantaged adult women. Differences in perceived barriers to PA between adult Roma and non-Roma women were found. While Roma women perceived culture, physical limitations, and lack of social support barriers to PA, non-Roma women mainly perceived labour-related barriers to PA. Conclusions: Multilevel interventions addressing specific barriers to PA for disadvantaged adult women are required to overcome barriers to PA and, consequently, increase PA levels. Particular attention should be paid to specific barriers to PA among adult Roma and non-Roma women, respectively.

ACS Style

María Sanz-Remacha; Luis García-González; Javier Sevil Serrano; Eduardo Generelo Lanaspa; Alberto Aibar Solana. Barriers to Physical Activity in Disadvantaged Population: A Qualitative Comparison between Roma and Non-Roma Women. Research Quarterly for Exercise and Sport 2019, 90, 567 -577.

AMA Style

María Sanz-Remacha, Luis García-González, Javier Sevil Serrano, Eduardo Generelo Lanaspa, Alberto Aibar Solana. Barriers to Physical Activity in Disadvantaged Population: A Qualitative Comparison between Roma and Non-Roma Women. Research Quarterly for Exercise and Sport. 2019; 90 (4):567-577.

Chicago/Turabian Style

María Sanz-Remacha; Luis García-González; Javier Sevil Serrano; Eduardo Generelo Lanaspa; Alberto Aibar Solana. 2019. "Barriers to Physical Activity in Disadvantaged Population: A Qualitative Comparison between Roma and Non-Roma Women." Research Quarterly for Exercise and Sport 90, no. 4: 567-577.

Journal article
Published: 08 August 2019 in International Journal of Environmental Research and Public Health
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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

ACS Style

Ángel Abós; Leen Haerens; Javier Sevil-Serrano; Sofie Morbée; José Antonio Julián; Luis García-González. Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory. International Journal of Environmental Research and Public Health 2019, 16, 2839 .

AMA Style

Ángel Abós, Leen Haerens, Javier Sevil-Serrano, Sofie Morbée, José Antonio Julián, Luis García-González. Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 2019; 16 (16):2839.

Chicago/Turabian Style

Ángel Abós; Leen Haerens; Javier Sevil-Serrano; Sofie Morbée; José Antonio Julián; Luis García-González. 2019. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 16, no. 16: 2839.

Article
Published: 25 June 2019 in Current Psychology
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Based on Farber’s burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. The second aim of the study was to examine possible differences in the burnout subtypes in terms of gender, type of school, and teaching experience. Two different samples of 584 (M = 45.04; 43% males) and 106 (M = 45.50; 40% males) secondary school teachers participated in the study. Results obtained from both the exploratory structural equation modeling (ESEM) and the confirmatory factor analysis (CFA) supported the three-factor structure of the BCSQ-12, comprised of overload, lack of development, and neglect. Further, the BCSQ-12 showed adequate composite reliability. The negative relationships between the three-factor structure of burnout, teachers’ basic psychological need satisfaction, and teachers’ job satisfaction provide evidence of the nomological validity of BCSQ-12. Finally, female teachers, state school teachers, and experienced teachers reported a greater risk of suffering one or more of these three burnout subtypes. Theoretical, methodological, and practical contributions of the BCSQ-12 are discussed, highlighting the importance of assessing the three burnout subtypes separately.

ACS Style

Ángel Abós; Javier Sevil-Serrano; Jesus Montero-Marín; José Antonio Julián; Luis García-González. Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers. Current Psychology 2019, 40, 3809 -3826.

AMA Style

Ángel Abós, Javier Sevil-Serrano, Jesus Montero-Marín, José Antonio Julián, Luis García-González. Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers. Current Psychology. 2019; 40 (8):3809-3826.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; Jesus Montero-Marín; José Antonio Julián; Luis García-González. 2019. "Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers." Current Psychology 40, no. 8: 3809-3826.

Journal article
Published: 02 May 2019 in Learning and Individual Differences
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Recent research in different types of employees has suggested that burnout and engagement at work may co-occur to different degrees. However, little is known about the interplay between burnout and engagement among secondary school teachers. Using a person-centered approach, this study examined which configurations of the three Farber burnout subtypes (i.e., frenetic, underchallenged, and wornout), together with engagement at work, emerged among teachers, and which resulting profiles yielded the most adaptive pattern of teachers' psychological, physical, and work-related functioning. A sample of 584 secondary school teachers (M = 45.04 ± 8.97) participated in this study. Five profiles were identified, showing a co-occurrence of frenetic burnout and engagement in three of those profiles. Further, experiencing moderate levels of engagement appeared to be more adaptive than experiencing high levels of engagement combined with moderate levels of frenetic burnout. These results support the coexistence of burnout and engagement, highlighting how different profiles can differently affect teachers' well-functioning at work.

ACS Style

Ángel Abós; Javier Sevil-Serrano; Leen Haerens; Nathalie Aelterman; Luis García-González. Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences 2019, 72, 69 -79.

AMA Style

Ángel Abós, Javier Sevil-Serrano, Leen Haerens, Nathalie Aelterman, Luis García-González. Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences. 2019; 72 ():69-79.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; Leen Haerens; Nathalie Aelterman; Luis García-González. 2019. "Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective." Learning and Individual Differences 72, no. : 69-79.

Articles
Published: 10 February 2019 in Physical Education and Sport Pedagogy
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A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration. Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively. Cross-sectional study. A sample of 524 secondary school students (51.1% boys, Mage = 14.51; SD = 1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective. We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction. This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.

ACS Style

Luis García-González; Javier Sevil-Serrano; Angel Abós; Nathalie Aelterman; Leen Haerens. The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy 2019, 24, 344 -358.

AMA Style

Luis García-González, Javier Sevil-Serrano, Angel Abós, Nathalie Aelterman, Leen Haerens. The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education. Physical Education and Sport Pedagogy. 2019; 24 (4):344-358.

Chicago/Turabian Style

Luis García-González; Javier Sevil-Serrano; Angel Abós; Nathalie Aelterman; Leen Haerens. 2019. "The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education." Physical Education and Sport Pedagogy 24, no. 4: 344-358.

Journal article
Published: 22 November 2018 in Journal of Adolescent Health
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The main aim was to examine the effects of a school-based intervention on multiple health behaviors in adolescents, such as 24-hour movement behaviors (i.e., physical activity, sedentary time, and sleep duration), diet, and substance consumption (i.e., alcohol and tobacco). Another aim was to examine intragender differences in the effectiveness of the programme. A quasi-experimental design was carried out in two secondary schools throughout one academic year. A final sample of 210 students participated: 105 in the control (Mage = 13.07 ± 0.63) and 105 in the experimental school (Mage = 13.05 ± 0.59). A multicomponent school-based intervention was conducted by teachers in the experimental school via curricular (i.e., tutorial action plan, interdisciplinary project, and school break) and extracurricular (i.e., family involvement, institutional and noncurricular activities, and dissemination of health information and events) actions to promote adolescents' healthy lifestyles. Physical activity and sedentary time were measured by accelerometers, and the rest of health behaviors by using self-reported scales. Experimental school students showed a significant improvement in meeting specific and general combinations of 24-hour movement guidelines, sedentary screen time levels, nap duration, (un)healthy diet scores, breakfast intake, and soft drink consumption compared to both control school students and their baseline values (p >.05). Active commuting and substance consumption rates only showed a significant improvement compared to control school students (p >.05). Although the intervention programme was effective in improving health-related behaviors in both genders, a large effect size was observed in boys. Conducting multiple health behavior interventions becomes essential to improve adolescents' healthy lifestyles.

ACS Style

Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo; Alberto Aibar. Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health 2018, 64, 478 -486.

AMA Style

Javier Sevil, Luis García-González, Ángel Abós, Eduardo Generelo, Alberto Aibar. Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health. 2018; 64 (4):478-486.

Chicago/Turabian Style

Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo; Alberto Aibar. 2018. "Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents." Journal of Adolescent Health 64, no. 4: 478-486.

Journal article
Published: 30 August 2018 in International Journal of Environmental Research and Public Health
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The first aim of this work was to examine the independent influence of students’ perceived autonomy support for leisure-time physical activity (LTPA), from different school community agents, on motivational outcomes in a LTPA context and objective PA levels. Using both a variable- and person-centered approach, the second aim was to examine how different combinations of autonomy-support were associated with students’ motivational outcomes in a LTPA context and PA levels. A sample of 178 secondary students (M = 13.26 ± 0.64) participated in the study. Autonomy support for LTPA from the PE teacher, mother, father, and peers were the only agents that significantly and positively predicted motivational outcomes in a LTPA context and PA levels. While the two- and three-way interactions of some of these four significant sources significantly increased the explained variance of some motivational outcomes, the plots revealed that the lowest values of motivational outcomes were associated with low values of perceived autonomy support. A cluster analysis revealed five profiles. The “high autonomy support” group reported the most optimal outcomes, whereas the “low autonomy support” group showed the opposite pattern. However, mixed autonomy support profiles did not differ in any of the outcomes. The adoption of a whole-of-school approach seems decisive to empower adolescents to be active in and out of school.

ACS Style

Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo Lanaspa; Alberto Aibar Solana. Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better? International Journal of Environmental Research and Public Health 2018, 15, 1875 .

AMA Style

Javier Sevil, Luis García-González, Ángel Abós, Eduardo Generelo Lanaspa, Alberto Aibar Solana. Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better? International Journal of Environmental Research and Public Health. 2018; 15 (9):1875.

Chicago/Turabian Style

Javier Sevil; Luis García-González; Ángel Abós; Eduardo Generelo Lanaspa; Alberto Aibar Solana. 2018. "Which School Community Agents Influence Adolescents’ Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?" International Journal of Environmental Research and Public Health 15, no. 9: 1875.

Journal article
Published: 01 August 2018 in Teaching and Teacher Education
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The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Teachers who were high on controlled motivation were engaged in their jobs, yet they had a greater risk of burnout and of establishing an ego climate. Implications for educational policy and practice are discussed.

ACS Style

Ángel Abós; Leen Haerens; Javier Sevil; Nathalie Aelterman; Luis García-González. Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education 2018, 74, 21 -34.

AMA Style

Ángel Abós, Leen Haerens, Javier Sevil, Nathalie Aelterman, Luis García-González. Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education. 2018; 74 ():21-34.

Chicago/Turabian Style

Ángel Abós; Leen Haerens; Javier Sevil; Nathalie Aelterman; Luis García-González. 2018. "Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach." Teaching and Teacher Education 74, no. : 21-34.

Journal article
Published: 10 April 2018 in The Spanish Journal of Psychology
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Grounded in self-determination theory, the aim of this study was to develop a scale with adequate psychometric properties to assess motivation for teaching and to explain some outcomes of secondary education teachers at work. The sample comprised 584 secondary education teachers. Analyses supported the five-factor model (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) and indicated the presence of a continuum of self-determination. Evidence of reliability was provided by Cronbach’s alpha, composite reliability and average variance extracted. Multigroup confirmatory factor analyses supported the partial invariance (configural and metric) of the scale in different sub-samples, in terms of gender and type of school. Concurrent validity was analyzed by a structural equation modeling that explained 71% of the work dedication variance and 69% of the boredom at work variance. Work dedication was positively predicted by intrinsic motivation (ß = .56, p < .001) and external regulation (ß = .29, p < .001) and negatively predicted by introjected regulation (ß = –.22, p < .001) and amotivation (ß = –.49, p < .001). Boredom at work was negatively predicted by intrinsic motivation (ß = –.28, p < .005) and positively predicted by amotivation (ß = .68, p < .001). The Motivation for Teaching Scale in Secondary Education (Spanish acronym EME-ES, Escala de Motivación por la Enseñanza en Educación Secundaria) is discussed as a valid and reliable instrument. This is the first specific scale in the work context of secondary teachers that has integrated the five-factor structure together with their dedication and boredom at work.

ACS Style

Ángel Abós; Javier Sevil-Serrano; José Martín-Albo; Alberto Aibar; Luis García-González. Validation Evidence of the Motivation for Teaching Scale in Secondary Education. The Spanish Journal of Psychology 2018, 21, E9 .

AMA Style

Ángel Abós, Javier Sevil-Serrano, José Martín-Albo, Alberto Aibar, Luis García-González. Validation Evidence of the Motivation for Teaching Scale in Secondary Education. The Spanish Journal of Psychology. 2018; 21 ():E9.

Chicago/Turabian Style

Ángel Abós; Javier Sevil-Serrano; José Martín-Albo; Alberto Aibar; Luis García-González. 2018. "Validation Evidence of the Motivation for Teaching Scale in Secondary Education." The Spanish Journal of Psychology 21, no. : E9.

Journal article
Published: 24 February 2018 in Health Promotion International
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Summary Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called ‘Sigue la Huella’ (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels. This programme has proven to be effective in increasing the daily levels of moderate to vigorous PA, in decreasing ST and in improving motivational outcomes in secondary education students, in the city of Huesca (Spain). The study design was quasi-experimental, longitudinal and by cohorts, and it was carried out in four schools, two as an experimental group (n = 368) and two as a control group (n = 314). During the 25 months’ intervention, this programme adopted a holistic approach aiming to create favourable environments to engage in PA, and the empowerment of students to get actively involved in the design and execution of the activities, assuming responsibility for managing and optimizing their own PA. The programme is theoretically based on the social-ecological model and self-determination theory, and it provided evidence for four actions or components that can be used in school-based PA promotion: tutorial action, Physical Education at school, dissemination of information and participation in institutional programmes and events. The aim of this article is to describe the main characteristics of the intervention programme that have proved to be effective with respect to the objectives proposed.

ACS Style

Berta Murillo Pardo; José A Julián Clemente; Luis García González; Enrique García Bengoechea; Eduardo Genérelo Lanaspa. Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain. Health Promotion International 2018, 34, 519 -531.

AMA Style

Berta Murillo Pardo, José A Julián Clemente, Luis García González, Enrique García Bengoechea, Eduardo Genérelo Lanaspa. Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain. Health Promotion International. 2018; 34 (3):519-531.

Chicago/Turabian Style

Berta Murillo Pardo; José A Julián Clemente; Luis García González; Enrique García Bengoechea; Eduardo Genérelo Lanaspa. 2018. "Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain." Health Promotion International 34, no. 3: 519-531.