scholarly journals Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety

2019 ◽  
Vol 11 (18) ◽  
pp. 5081 ◽  
Author(s):  
Rubén Trigueros ◽  
José M. Aguilar-Parra ◽  
Joaquín F. Álvarez ◽  
Adolfo J. Cangas
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Structural Equation ◽  
Temporal Stability ◽  
Reliability And Validity ◽  
Well Being ◽  
Mind Wandering ◽  
School Students ◽  
The Mind

Physical education (PE) classes are one of the primary means of adopting healthy lifestyles and contribute greatly to personal well-being. However, it is necessary that students pay attention and do not enter a mind-wandering state as this can be negative for the purposes of PE classes. Therefore, we adapted and validated the Mind-Wandering Questionnaire (MWQ) to the Spanish PE context and analyzed the influence of the teacher on this new variable. Two independent samples of high school students between the ages of 13 and 19 participated in the study. In order to assess the psychometric properties of the MWQ, various analyses were carried out. The results of the confirmatory factorial analysis (CFA) provided support for the structure of the questionnaire. The structure of the model was gender-invariant. The Cronbach alpha value was higher than 0.70 and showed an adequate level of temporal stability. In addition, we present a second study in which high school students between the ages of 13 and 19 participated, and which are independent of the first study. The analyses in this study were mainly based on structural equation modelling, and demonstrated the teacher’s influence on mind-wandering and showed that mind-wandering acted as a predictor of anxiety in high school students. The results of this study provided evidence of the reliability and validity of the MWQ in the Spanish PE context.

scholarly journals Physical Education and Its Importance to Physical Activity, Vegetable Consumption and Thriving in High School Students in Norway

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4432
Author(s):  
Nora Wiium
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Youth Development ◽  
Structural Equation ◽  
Vegetable Consumption ◽  
Well Being ◽  
School Students ◽  
Cross Sectional

Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). Research assessing associations with resilience and thriving indicators, such as the 5Cs of Positive Youth Development (PYD; competence, confidence, character, caring, and connection) is limited and more so in the Norwegian context. The aim of the present study was to investigate associations between PE grade (reflecting students’ effort in theoretical and practical aspects of the subject) and the 5Cs as well as healthy behaviors (physical activity (PA), fruit and vegetable consumption), using cross-sectional data collected from 220 high school students in Norway (Mage = 17.30 years old, SD = 1.12; 52% males). Results from structural equation modelling indicated positive associations between PE grade and four of the 5Cs (competence, confidence, caring, and connection; standardized coefficient: 0.22–0.60, p < 0.05) while in logistic regressions, a unit increase in PE grade was associated with higher likelihood of engaging in PA and vegetable consumption (OR = 1.94; 95% CI = 1.18–3.18 and OR = 1.68; 95% CI = 1.08–2.63, respectively). These significant findings suggest the need for policies and programs that can support effective planning and implementation of PE curriculum. However, further research is needed to probe into the role of PE on youth health and development with representative samples and longitudinal designs.

Grit is Associated with Lower Depression via Meaning in Life among Filipino High School Students

2018 ◽  
Vol 51 (6) ◽  
pp. 865-876 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Ronnel B. King ◽  
Jana Patricia M. Valdez ◽  
Maria Socorro M. Eala
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Health ◽  
Meaning In Life ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Presence Of Meaning ◽  
Study Results

Grit—passion and perseverance for long-term goals—has been linked to a wide array of positive academic and psychological outcomes. However, limited research has been conducted to explore the association of grit with different indicators of well-being and psychological health. The primary objective of this study was to assess the associations among grit, meaning in life, and depression. There were 447 Filipino high school students who participated in the study. Results of structural equation modeling showed that grit was linked to higher levels of meaning in life dimensions (i.e., presence of meaning and search for meaning in life) and presence of meaning was associated with lower depression. Bias-corrected bootstrapping revealed that grit had an indirect negative influence on depression through the intermediate variable—presence of meaning in life. Theoretical and practical implications are elucidated.

scholarly journals Participation in Physical Education Classes, Psychological Well-Being, and Sleep Satisfaction Among South Korean Adolescents

2021 ◽  
Vol 30 (4) ◽  
pp. 517-526
Author(s):  
Yoonkyung Song ◽  
Eun-Young Lee ◽  
Justin Y. Jeon
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Well Being ◽  
Activity Level ◽  
School Students ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Korean Adolescents ◽  
Sleep Satisfaction

PURPOSE: This study aimed to examine the associations between participation in physical education (PE) classes and the psychological well-being and sleep satisfaction of Korean adolescents.METHODS: Cross-sectional data from 127,804 Korean adolescents (aged 12–18 years) who participated in the 2016 and 2017 Korea Youth Risk Behavior Web-based Surveys (KYRBS) were analyzed. The exploratory variable was the frequency of participation in PE classes every week, while the dependent variables included the psychological well-being and sleep satisfaction, as assessed by the KYRBS questionnaire. Sex- and grade-stratified logistic regression analyses were conducted to generate the odds ratios (ORs) and 95% confidence intervals (CI).RESULTS: Overall 16.9% of adolescents reported that they did not participate in PE classes while 33.0% reported participating for more than three times a week. After adjusting for the academic achievements, family’s economic status, consumption frequency of breakfast and highly caffeinated drinks, and physical activity level, a greater participation in the PE classes was found to be associated with happiness in a dose-response fashion in both sexes and grades (p<.05). As for stress, participation in the PE classes for more than three times a week was associated with less/no stress in boys (OR: 1.16, 95% CI: 1.02–1.31, p<.05) and high school students (OR: 1.22, 95% CI: 1.03–1.44, p<.05). Moreover, greater participation in the PE classes was associated with a lower odds of reporting sleep satisfaction in a linear fashion among high school students.CONCLUSIONS: More frequent participation in PE classes was associated with the psychological well-being and sleep satisfaction in a large sample of Korean adolescents. Increasing the number of mandatory PE sessions is a promising strategy for promoting the psychological well-being of Korean adolescents.

scholarly journals Validación española de la Escala de Predisposición hacia la Educación Física (PEPS) en educación secundaria (Spanish version of the Physical Education Predisposition Scale (PEPS) in secondary school)

Retos ◽  
2016 ◽  
pp. 125-131 ◽  
Author(s):  
Antonio Granero-Gallegos ◽  
Antonio Baena-Extremera
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Achievement Goals ◽  
Temporal Stability ◽  
Reliability And Validity ◽  
Spanish Version ◽  
School Students ◽  
Two Factors ◽  
Relationship Of ◽  
The Relationship

El objetivo de esta investigación fue validar la versión española del Physical Education Predisposition Scale (PEPS) en una muestra de estudiantes de secundaria. Se pretende determinar si es un instrumento válido y fiable para su utilización en futuras investigaciones. Se administró a un total de 345 alumnos (172 hombres; 173 mujeres) de 12 a 16 años (M = 14.78; DT = 1.29), analizándose la estructura del instrumento mediante procedimientos confirmatorios. Los análisis apoyan el modelo teórico hipotetizado de dos factores (percepción de habilidad en Educación Física y percepción de esfuerzo en Educación Física), así como un modelo de orden superior de tipo reflectivo. La estructura se mostró invariante respecto al sexo. La versión española del instrumento mostró niveles aceptables de consistencia interna y estabilidad temporal. Las evidencias de validez se exploraron examinando la relación de la escala estudiada con las Metas de Logro 2x2. La aproximación-rendimiento es la principal variable predictora de la habilidad entre los varones, mientras que entre las féminas es la aproximación-maestría; en la percepción del esfuerzo los resultados son similares en chicos y chicas, aunque la relación de predicción positiva de la aproximación-maestría es más potente en varones. Los resultados de este estudio proporcionan evidencias para la fiabilidad y validez de la PEPS en una muestra de adolescentes españoles.Abstract. The purpose of this research was to validate the Spanish version of the Physical Education Predisposition Scale (PEPS) in a sample of high school students. It is intended to determine whether it is a valid and reliable instrument to be used in future researches. It was administered to a total of 345 students (172 men, 173 women) from 12 to 16 years old (M = 14.78, SD = 1.29), analyzing the structure of the instrument by confirmatory procedures. The analyzes support the hypothesized theoretical model of two factors (Perceived Physical Education Worth and Perceived Physical Education Ability) as well as a model of higher order reflective type. The structure was invariant with respect to sex. The Spanish version of the instrument showed acceptable levels of temporal stability and internal consistency. Evidence of validity was explored by examining the relationship of the scale studied with the 2x2 Achievement Goals. The approach-performance is the main predictor of skill among men, while among females it is the approach-mastery; in the perception of effort the results are similar in boys and girls, although the ratio of positive prediction-master approach is stronger in males. The results of this study provide evidence for reliability and validity of the PEPS in a sample of Spanish teenagers.

scholarly journals The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

2020 ◽  
Vol 17 (4) ◽  
pp. 1437 ◽  
Author(s):  
Ruben Trigueros ◽  
Marta García-Tascón ◽  
Ana M. Gallardo ◽  
Antonio Alías ◽  
José M. Aguilar-Parra
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Physical Education ◽  
Structural Equation ◽  
Emotional State ◽  
Well Being ◽  
School Students ◽  
Prosocial Skills ◽  
Negative Emotional State ◽  
Creative Intelligence

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

scholarly journals The Influence of State Motivation, Content Relevance and Affective Learning on High School Students’ Intentions to Use Class Content Following Completion of Compulsory Physical Education

2011 ◽  
Vol 30 (3) ◽  
pp. 231-247 ◽  
Author(s):  
Collin Webster ◽  
Diana Mîndrilă ◽  
Glenn Weaver
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Structural Equation ◽  
Weighted Least Squares ◽  
Affective Learning ◽  
Equation Modeling ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Content Relevance

Little research has examined mechanisms leading to the utilization of compulsory physical education content in future contexts. This study tested a model in which motivation to be in physical education class functions as a predisposition influencing perceptions of teacher communication of content relevance, perceptions of course relevance to one’s personal life, affect for physical education and intentions to apply class content in the future. High school students (N = 636) enrolled in compulsory physical education classes completed questionnaires assessing each of these variables. Exploratory and confirmatory factor analyses indicated the questionnaire items were adequate indicators of the five constructs. Structural equation modeling with diagonally weighted least squares estimation supported the hypothesized model. The results suggest that continued use of knowledge and skills learned in physical education might hinge on teachers making physical education appealing to students and communicating how class content connects with students’ personal interests.

scholarly journals Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

2019 ◽  
Vol 44 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Hiba Abujaradeh ◽  
Blake A. Colaianne ◽  
Robert W. Roeser ◽  
Eli Tsukayama ◽  
Brian M. Galla
Keyword(s):  
High School ◽  
High School Students ◽  
Short Form ◽  
Reliability And Validity ◽  
Well Being ◽  
Self Report ◽  
Five Facet Mindfulness Questionnaire ◽  
School Students ◽  
Psychological Well Being ◽  
And Gender

Little is known about whether a widely used mindfulness measure in adults—the Five Facet Mindfulness Questionnaire (FFMQ)—is also reliable and valid in adolescents. The current study evaluated the psychometric properties of a 20-item short-form FFMQ in a sample of 599 high school students ( M age = 16.3 years; 49% female) living in the U.S. Students completed the FFMQ and a battery of self-report questionnaires assessing aspects of psychological well-being and social skills 3 times over the course of one academic year. Confirmatory factor analysis indicated that a modified four-factor hierarchical model (excluding the Observe subscale and 1 item from the Describe subscale) best fit the data. This four-factor, hierarchical FFMQ demonstrated evidence of measurement invariance across time, gender, and grade level. Reliabilities for the FFMQ total score and its subscales ranged from .61 to .88. The FFMQ total score, and its subscales (excluding Observe), demonstrated evidence of convergent (e.g., with self-compassion) and discriminant (e.g., with social perspective taking skills) validity. Finally, the FFMQ total score and Act with Awareness, Nonjudgment, and Nonreactivity subscales demonstrated evidence of incremental predictive validity for cross-time changes in psychological well-being outcomes (e.g., perceived stress). Overall, results provide preliminary support for the reliability and validity of a short-form FFMQ for use in high-school-age adolescents.

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