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Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic. [ABSTRACT FROM AUTHOR]

The present research study's main objective was to find out whether there is a relationship between the body mass index (BMI) and the psychological aspects related to motivation, needs such as autonomy, competence, and social relationships, and the intention of being physically active in Physical Education students in Primary and Secondary Education. To achieve this, a total of 574 students (mean = 13.66; standard deviation = 1.96) participated in this study, to whom a series of questionnaires was administered once permission had been obtained from the centers the students attended, alongside the latter's acceptance to participate in the study. The main results showed that the students with a higher BMI were those who had lower self-determined motivation values with regard to the three basic psychological needs observed and the intention of physical activity. In turn, our differential analysis identified that the students attending Primary Education had lower values of BMI, motivation, and intention to be physically active than the students attending Secondary Education, without finding differences based on the gender of the participants. The need to keep on investigating this topic is consequently gathered, using direct techniques for measuring BMI or proposing mixed research designs. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (M = 14.16, SD = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (n = 1094), low quantity (n = 292), low quality (n = 555), and high quantity (n = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students. [ABSTRACT FROM AUTHOR]

Self-determination theory and Vallerand's hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families. [ABSTRACT FROM AUTHOR]

The methodology employed during physical education sessions can determine students' motivations and implicit beliefs about their own abilities. The aim of the present study was based on comparing the effects produced on motivation and implicit beliefs about self ability when implementing a Sports Education model and a traditional style. Ninety-three secondary education students participated in the study, with ages ranging from 13 to 15 (13.32 ± 0.62). A total of 54 students took part in the sessions designed according to the Sports Education model and 43 in those following a traditional style. At the beginning and the end of the didactic unit, each student was administered the questionnaire CMEF (Cuestionario de Motivación en Educación Física) for motivation in physical education and the questionnaire Conceptions of the Nature of Athletic Ability Questionnaire-2 (CNAAQ-2) for implicit beliefs about ability. Results showed significant differences for the Sports Education model in the dimensions of intrinsic motivation, identified regulation, introproyected regulation, and external regulation (p < 0.01). The Sports Education model is optimal to promote motivation; therefore, teachers should consider putting it into practice as a methodology to improve students' motivation profile. [ABSTRACT FROM AUTHOR]