Diferencias de género y predictores del impacto del aprendizaje autorregulado en la educación física sobre el fortalecimiento muscular en adolescents
Resumen
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.
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