Investigating the association of self-regulated learning skills and physical activity in Hong Kong Chinese and Scottish adolescents

Abstract

This study examines the role of self-regulated learning (SRL) skills in physical activity (PA) among Hong Kong Chinese (HK) and Scottish adolescents. Methods Using a cross-sectional design, 480 HK (aged 11-19; mean age = 14.93 years, SD = 1.77, male = 61.3%) and 411 Scottish, aged 12-16 years (mean = 13.84; male = 47.9%) healthy adolescents participated in this study. PA was measured with the Godin Leisure-Time Questionnaire (Godin & Shephard, 1985). SRL was measured for Chinese (SRL-SRS-C; Pitkethly & Lau, 2015) and British adolescents (SLR-SRS; Toering et al., 2012). Results Moderate-to-vigorous intensity PA was significantly higher among Scottish (M = 48.58; SD = 26.01 p= .0005) compared to HK adolescents (M = 31.14; SD = 22.26). All SRL variables significantly explained a small amount of variance in moderate to vigorous intensity PA, in HK (∆R 2 = .021, F(2,461) = 6.320, p = .005) and Scottish (∆R 2 = .020, F(2,376) = 8.427, p = .013) adolescents, reflection was a significant predictor (HK p = .027; SC p = .003). Conclusions In both cultures, higher self-regulating adolescents, may be more likely to engage in higher levels of PA. SRL has a significant impact on PA; and of all the SRL variables, reflection plays a key role in students engagement in PA. Background Globally, four out of five adolescents do not achieve recommended levels of physical activity (PA) (Hallal et al., 2012). Regular participation in PA is associated with a decreased risk of cardiovascular disease (Warburton et al. 2006), obesity and improvements in psychological functioning in adolescents (Biddle & Asare, 2011). As activity levels track from adolescence to adulthood (Malina, 2001; Telama et al., 2005) young people are at risk

Task-efficacy predicts perceived enjoyment and subsequently barrier-efficacy: investigating a psychological process underpinning schoolchildren’s physical activity

“…Another limitation of this study is the lack of consideration of other psychological correlates of PA such as intrinsic/autonomous motivation Edward L. Deci & Ryan, 1985), self-regulation (Pitkethly, Lau, & Maddison, 2018), and self-perception (Sales, Levinger, & Polman, 2017). Indeed, research has demonstrated that a range of psychological factors can contribute to PA behavior (Biddle et al, 2011;.…”

Association of Self-reflection With Cognition and Brain Health in Cognitively Unimpaired Older Adults

“…Furthermore, self-reflection has been associated with better cardiovascular health, 21 recovery from psychological ill-health, 22,23 and healthier lifestyles. 48 Stress responses, health, and lifestyle factors are associated with AD risk 2 ; thus, self-reflection may affect AD-sensitive markers via one of these pathways. To this end, we investigated the association between self-reflection and health and lifestyle behaviors that have been associated with cognitive functioning and AD risk (i.e., LIBRA) and in exploratory analyses assessed whether self-reflection affects AD-sensitive markers independently of these behaviors.…”

Autorregulación socio formativa desde la sostenibilidad: un análisis documental

“…La educación superior reúne el mayor número de investigaciones que contienen las variables de autorregulación del aprendizaje, metacognición, aprendizaje autónomo o capacidad autorreguladora (Arenas, 2017;Díaz et al, 2017;Fosado et al, 2018;Sanabria et al, 2017;Freiberg et al, 2017;García et al, 2017;Melgar y Elizondo, 2017;Miño-Puigcercós et al, 2019;Kelly, 2017;Sun et al, 2018). En el nivel medio superior se identifican dos investigaciones desarrolladas en México (Berridi y Martínez, 2017;Rodríguez y González, 2018), mientras que, en el nivel de secundaria o equivalente, se identificaron ocho investigaciones de España, Colombia, Argentina, Holanda, China y Escocia (Alvarez et al, 2018;Badia y Daura, 2018;Gasco-Txabarri, 2017;Muchiut et al, 2018;Muñoz-Muñoz y Ocaña, 2017;Olivo, 2017;Pitkethly, Lau y Maddison, 2018;Raaijmakers, et al, 2018). En el nivel de educación primaria o equivalente, el número de investigaciones se reduce un poco más (Tabla 2).…”