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The aim of this study was to adapt the Multisource Assessment of Social Competence Scale to the Greek language. The validity and reliability of the scale were examined in three studies with 209, 192, and 147 sixth-grade students, respectively. The subscale structure of the Multisource Assessment of Social Competence Scale was supported through exploratory and confirmatory factor analysis. The hypothesized two main dimensions, Prosocial and Antisocial behavior, were divided into two factors, Cooperating skills and Empathy for Prosocial behavior and Quick-temperedness and Disruptiveness for Antisocial behavior. Internal consistency and test-retest reliability were high. Additionally, correlations between each factor and social desirability scores were nonsignificant. The resultant model of the present study is a behavior rating scale that should be considered a reliable choice for assessing Greek middle school students' social skills.

The present study examined effects of sex, attitude towards physical activity, perceived barriers for participation in physical activity, and students' perception of their parents' participation in physical activity on the intrinsic motivation of students participating in a health related program in physical education. 643 students (303 boys and 340 girls) responded to questionnaires measuring intrinsic motivation, attitudes towards physical activity, perceived barriers to exercise and perceived parents' participation in physical activity. Mean age was 12.9 yr. (SD=1.2, range 11-14 years). Analysis indicated that students' intrinsic motivation towards the program was influenced by perceived barriers to exercise. Sex, attitudes towards physical activity, and perceived parents' participation in physical activity seem to be less important.

To examine the effect of goal-setting on reaction time 40 physical education students were tested on a reaction-time test and were randomly assigned to one of four experimental conditions: personal goals, difficult assigned goals, easy assigned goals, and no goals. Analysis showed that goal-setting enhanced performance, and participants in the difficult assigned goals condition showed the biggest improvement.

A laboratory experiment was conducted (N = 40 subjects) to examine whether goal setting would be associated with reduced heart rate on an endurance task. Participants performed an endurance task on an ergometer bicycle. One week later when participants performed the task again half of them set a specific personal goal for an increase in performance. Analysis indicated that subjects who set a goal showed significant improvement in comparison with the control group. Moreover, subjects in the goal group had a significantly lower mean heart rate during the test and had a higher mean heart rate at the end of the test than on the first trial. Results are discussed in terms of combining cognitive and physiological explanations for the beneficial effects of goal setting on performance.

The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions of motivational climate. Scores for perceptions of a task-involving climate were significantly correlated with intrinsic motivation.

The purpose of this preliminary study was to examine for a sample of 126 basketball players the psychometric properties of a Greek version of the 1995 Athletic Coping Skills Inventory-28 by Smith, Schutz, Smoll, and Ptacek. A confirmatory factor analysis supported the structural validity of the translated inventory. Moreover, six of the seven subscales showed adequate internal consistency. The discriminant validity of the scores on the inventory was supported by examining mean differences between experienced and inexperienced athletes as well as between athletes of different levels of competition. Further steps for the validation of the inventory in Greek are discussed.

Little is known about possible determinants of children's participation in physical activity. In particular, the role of adults has not been clearly identified. This study investigated contemporary social cognitive variables, in combination with likely adult influence factors, in predicting intended and self-reported vigorous physical activity for young adolescents. A questionnaire was administered to 147 boys and girls ages 13-14. Questions assessed physical activity levels, including vigorous activity, intention to take part in sports or vigorous physical activity, social cognitive variables, and adult encouragement of physical activity. A structural equation modeling analysis showed a good fit for a model in which vigorous physical activity was predicted by direct paths from adult encouragement and intention, with adult encouragement also predicting vigorous activity indirectly through perceived competence. Intention itself was predicted by adult encouragement and a task achievement goal orientation. (J Sch Health. 1996;66(2):75-78), The importance of physical activity in a healthy lifestyle has been recognized for years. However, only now has a strong scientific consensus emerged on the powerful impact of physical activity [...]

This study examined the correlations of self-with peer-assessments of social competence at two time points. In accord with previous literature, correlations between self-and peer-ratings were moderate (.35 to .58).

The aim of the present study was to examine the effect of feedback for achievement of a goal on intrinsic motivation. Analysis showed that positive feedback enhanced perceptions of competence while negative feedback lowered these. Neither condition, however, influenced intrinsic motivation.

To examine whether students' choice of a 5-wk. module is in accordance with their attitudes and whether their attitudes change after participation in the course, 50 physical education students who selected skiing as an option responded to a scale measuring their attitudes toward skiing before and after the course. 34 students who did not select skiing served as a comparison. Analysis showed that students who spent 50 hours in the course held more positive attitudes toward skiing, indicating that attitudes influenced their choice. This implies that their participation in and knowledge about skiing contributed to the alteration of their attitudes.

The purpose of this study was to examine whether smokers preferred a "self-selected" form of physical activity (PA) in which they were allowed to determine themselves the intensity of PA or preferred a "set" form of PA in which the instructor chose the exercise intensity for them. In addition, we examined effects of 'set" and "self-selected" intensity exercise, on urges to smoke. Participants were 20 (mean age = 27.10 ± 7.37) adults, non-physically active, heavy smokers. Four of them were also interviewed. Results demonstrated that smokers exhibited an enhanced preference for "self-selected" forms of PA as opposed to "set" forms of PA. Smoking urge was significantly lower immediately after exercise in both conditions, returned to baseline levels at 30 min post-exercise, and increased further at 60 min post-exercise. Qualitative data supported the quantitative findings and gave insight to dimensions that needs to be taken under account when we design exercise programs for smokers. The implication of the overall findings is that smoking cessation and motivation for PA participation can be increased by allowing smokers to select intensity of PA programs. [ABSTRACT FROM AUTHOR]