Comparación de la medición de la presión arterial en la muñeca y por esfigmomanometría convencional

Zweiker, Robert; Schumacher, Martin; Fruhwald, Friedrich; Watzinger, Norbert; Klein, W

doi:10.1016/s1889-1837(01)71140-3

Cited by 4 publications

(10 citation statements)

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“…This finding supported our first hypothesis. This finding was also consistent with the tenet of SDT [22] and previous studies in PE context [15,17,48]. However, the findings of the present study showed that self-determined motivation only accounted for 1.4% of the variance in student MVPA.…”

Section: Self-determined Motivationsupporting

confidence: 93%

“…Motivation is an individual drive to act, and several studies have reported that the motivation of students in PE drives them to engage in physical activities and develop their habit of PA participation [15][16][17]. The relationship between the motivation and PA engagement of students in PE must be investigated to provide evidence to develop strategies in promoting students' PA level in PE classes [6,18].…”

Section: Introductionmentioning

confidence: 99%

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Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

et al. 2020

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Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Section: Self-determined Motivationsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

et al. 2020

View full text Add to dashboard Cite

show abstract

“…This nding supported our rst hypothesis. This nding was also consistent with the tenet of SDT [22] and previous studies in PE context [15,17,48]. However, the ndings of the present study showed that self-determined motivation only accounted for 1.4% of the variance in student MVPA.…”

Section: Self-determined Motivationsupporting

confidence: 93%

“…However, the ndings of the present study showed that self-determined motivation only accounted for 1.4% of the variance in student MVPA. This was lower than the results of previous studies under the PE context, ranging from 2% to 4% [15,17,48]. The nature of the Chinese PE curriculum and Chinese educational culture may contribute to the low interpretation rate of variance in student MVPA.…”

Section: Self-determined Motivationcontrasting

confidence: 72%

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

Chen

Wang

et al. 2020

Preprint

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Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

show abstract

“…This nding was also consistent with the tenet of SDT [22] and previous studies in PE context [15,17,48]. However, the ndings of the present study revealed that self-determined motivation only explained 1.4% of the variance in student MVPA, which was lower than the results of previous studies under the PE context, ranging from 2% to 4% [15,17,48]. The nature of the Chinese PE curriculum and Chinese educational culture may contribute to the low interpretation rate of variance in student MVPA.…”

Section: Self-determined Motivationsupporting

confidence: 93%

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

Chen

Wang

et al. 2020

Preprint

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Objectives Based on integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e., autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e., autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

show abstract

Comparación de la medición de la presión arterial en la muñeca y por esfigmomanometría convencional

Cited by 4 publications

References 0 publications

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

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