Publication: Gender differences and predictors of the impact of self-regulated learning in physical education on muscle strengthening in adolescents
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Date
2025
Authors
Vidal-Conti, Josep ; Bujosa-Quetglas, Guillem
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/sportk.619351
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info:eu-repo/semantics/article
Description
Abstract
La baja participación en la actividad física de fortalecimiento muscular (MSPA), especialmente entre las adolescentes, pone de manifiesto la importancia de la autorregulación para fomentar este hábito. Dada la relevancia de la autoeficacia para que los estudiantes adolescentes de educación física inicien y mantengan hábitos saludables de actividad física, este estudio exploró cómo las variables del modelo de Zimmerman (autoeficacia, planificación, autocontrol, esfuerzo, evaluación y reflexión) se relacionan con el género y afectan los niveles informados de hábitos saludables de actividad física. El modelo de aprendizaje autorregulado (SRL) de Zimmerman se aplicó en 295 adolescentes (12–17 años; M = 14.2, SD = 1.47; 53.9 % hombres, 46.1 % mujeres). El estudio transversal evaluó el SRL y la MSPA mediante cuestionarios específicos. Se encontraron diferencias significativas en la autoeficacia (p = 0.008), el esfuerzo (p < 0.001) y la autorreflexión (p = 0.014), con puntuaciones más altas en los hombres, mientras que la puntuación total de autorregulación favoreció a las mujeres (p = 0.035). Niveles más altos de MSPA se asociaron con puntuaciones más elevadas de SRL en todas sus dimensiones: autoeficacia (ε² = 0.1893), planificación (ε² = 0.0957), esfuerzo (ε² = 0.1821), autocontrol (ε² = 0.0808), evaluación (ε² = 0.1057), reflexión (ε² = 0.1367) y puntuación total de autorregulación (ε² = 0.184). El modelo explicó el 20.9 %/ de la variabilidad de la MSPA, siendo la autoeficacia (p = 0.006) y el esfuerzo (p = 0.034) predictores significativos. El estudio subraya la necesidad de integrar el SRL en intervenciones educativas orientadas a promover la MSPA, mediante enfoques inclusivos e instrucción explícita.
Low participation in muscle-strengthening physical activity (MSPA), especially among adolescent girls, highlights the importance of self-regulation in fostering this habit. Given the importance of self-efficacy for adolescent physical education students in initiating and maintaining healthy physical activity habits, this study explored how variables from Zimmerman’s model (self-efficacy, planning, self-control, effort, evaluation, and reflection) relate to gender and affect participants’ reported levels of healthy physical activity habits. Zimmerman's self-regulated learning (SRL) model was implemented in 295 adolescents (12-17 years; M = 14.2, SD = 1.47; 53.9 % male, 46.1 % female). The cross-sectional study assessed SRL and MSPA using specific questionnaires. Significant differences were found in self-efficacy (p = 0.008), effort (p < 0.001) and self-reflection (p = 0.014), with higher scores in men, whereas the total self-regulation score favoured women (p = 0.035). Higher MSPA levels were associated with higher SRL scores across all dimensions of SRL: self-efficacy (ε² = 0.1893), planning (ε² = 0.0957), effort (ε² = 0.1821), self-control (ε² = 0.0808), evaluation (ε² = 0.1057), reflection (ε² = 0.1367) and total self-regulation score (ε² = 0.184). The model explained 20.9 % of the variability in MSPA, with self-efficacy (p = 0.006) and effort (p = 0.034) as significant predictors. The study underscores the need to integrate SRL into MSPA-promoting educational interventions using inclusive approaches and explicit instruction.
Low participation in muscle-strengthening physical activity (MSPA), especially among adolescent girls, highlights the importance of self-regulation in fostering this habit. Given the importance of self-efficacy for adolescent physical education students in initiating and maintaining healthy physical activity habits, this study explored how variables from Zimmerman’s model (self-efficacy, planning, self-control, effort, evaluation, and reflection) relate to gender and affect participants’ reported levels of healthy physical activity habits. Zimmerman's self-regulated learning (SRL) model was implemented in 295 adolescents (12-17 years; M = 14.2, SD = 1.47; 53.9 % male, 46.1 % female). The cross-sectional study assessed SRL and MSPA using specific questionnaires. Significant differences were found in self-efficacy (p = 0.008), effort (p < 0.001) and self-reflection (p = 0.014), with higher scores in men, whereas the total self-regulation score favoured women (p = 0.035). Higher MSPA levels were associated with higher SRL scores across all dimensions of SRL: self-efficacy (ε² = 0.1893), planning (ε² = 0.0957), effort (ε² = 0.1821), self-control (ε² = 0.0808), evaluation (ε² = 0.1057), reflection (ε² = 0.1367) and total self-regulation score (ε² = 0.184). The model explained 20.9 % of the variability in MSPA, with self-efficacy (p = 0.006) and effort (p = 0.034) as significant predictors. The study underscores the need to integrate SRL into MSPA-promoting educational interventions using inclusive approaches and explicit instruction.
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Citation
Sport TK, Vol.14, 2025
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