ArticleInternational journal of environmental research and public health2018
Which School Community Agents Influence Adolescents' Motivational Outcomes and Physical Activity? Are More Autonomy-Supportive Relationships Necessarily Better?
Article in International journal of environmental research and public health, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Content Development for a Multilevel Intervention to Operationalize Behavior Change Theory and Improve Parenting Behaviors for Physical Activity: Descriptive Study.JMIR pediatrics and parenting · 2025Article
- Efficacy of physical activity shared between parents and children to improve sports initiation in the M.A.M.I.deporte® program.Frontiers in sports and active living · 2024Article
- The Influence of Socio-Demographic Factors on the Forms of Leisure for the Students at the Faculty of Physical Education and Sports.International journal of environmental research and public health · 2021Article
- The Direct and Indirect Relationships of Environmental, Interpersonal and Personal Factors with High School Students Physical Activity: An Ecological Approach.International journal of environmental research and public health · 2021Article
- High Physical Self-Concept Benefits on School Adjustment of Korean Student-Athletes.International journal of environmental research and public health · 2020Article
- Healthy or Unhealthy? The Cocktail of Health-Related Behavior Profiles in Spanish Adolescents.International journal of environmental research and public health · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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 (
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