Motivational orientation and intention to be physically active in physical education students: The role of motor self-efficacy
Abstract
Task-oriented is linked to the tendency of Physical Education students to be associated with a higher likelihood of being physically active in the future and outside of Physical Education classes, while ego-oriented motivation is linked to a lower likelihood of developing active lifestyles. However, existing literature has shown that self-efficacy perception is also a variable that determines the intention to be active. Thus, this research aimed to analyze the relationships between motivational orientation and the intention to be active, examining the role of motor self-efficacy in these relationships. To this end, a structural equation model was developed in which direct and indirect effects between the variables were evaluated. A total of 478 adolescents aged between 13 and 18 years old (M=14.57; SD=1.15) participated in this research. The Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Motor Self-Efficacy Scale (MSES), and the Intention of Being Physically Active Scale (MIFA) were used to collect information. The data showed a positive and direct relationship between task orientation with motor self-efficacy and intention to be active. Likewise, the data showed a positive and direct relationship between ego orientation and motor self-efficacy, but not to be active. Additionally, indirect and positive effects were observed between task and ego orientation to be active. Therefore, the results of this study suggest that it might be necessary to consider self-efficacy to better understand the relationships between motivational orientations and intention to be active.
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