3852 / 5000 Resultados de traducción Atividade física no tempo livre em estudantes universitários e a transição escolar para a universidade a partir de teorias comportamentais: uma revisão sistemática
DOI:
https://doi.org/10.47197/retos.v43i0.89693Palavras-chave:
estudantes universitários, teorias comportamentais, atividade física, transição escolar, intenção, fisicamente ativoResumo
Introdução: Mudanças de comportamentos ou adoção de estilos de vida pouco saudáveis estão presentes com a evolução da idade e a modificação dos ambientes educacionais. Esta revisão tem como objetivo identificar as evidências científicas existentes sobre o comportamento em relação à atividade física no tempo livre e a evolução da intenção de ser fisicamente ativo durante a transição escolar para a universidade em estudantes universitários a partir da Teoria da Autodeterminação, da Teoria do Comportamento Planejado e o Modelo Trans-Contextual. Método: 472 artigos originais no SPORTDiscus e busca manual, até junho de 2019, dos quais 54 estudos atenderam aos critérios de inclusão. A Teoria da Autodeterminação foi a mais amplamente implementada nos estudos selecionados. Resultados: a combinação de teorias ampliou a possibilidade de analisar o comportamento em relação à atividade física a partir de outros construtos. Conclusões: Associações significativas e positivas entre apoio social, satisfação das necessidades psicológicas básicas e motivação autodeterminada favorecem a intenção e a prática real de atividade física, se as barreiras percebidas forem reduzidas e as diferenças de gênero forem levadas em consideração. Os processos de transição escolar favorecem a adesão a um estilo de vida ativo, se houver experiências positivas percebidas nas aulas de educação física, atividade física extracurricular e atividade física promovida no ambiente universitário.
Referências
Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In J. Kuhl & J. Beckmann (Eds.), Action Control: SSSP Springer Series in Social Psychology.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. doi:doi.org/10.1016/0749-5978(91)90020-T
Allom, V., Mullan, B., Cowie, E., & Hamilton, K. (2016). Physical Activity and Transitioning to College: The Importance of Intentions and Habits. American Journal of Health Behavior, 40(2), 280-290. doi:10.5993/AJHB.40.2.13
Atkin, A. J., Gorely, T., Biddle, S. J. H., Cavill, N., & Foster, C. (2011). Interventions to Promote Physical Activity in Young People Conducted in the Hours Immediately After School: A Systematic Review. International Journal of Behavioral Medicine, 18(3), 176-187. doi:10.1007/s12529-010-9111-z
Ball, J. W., Bice, M. R., & Maljak, K. A. (2018). Exploring the relationship between college students' barriers to exercise and motivation. American Journal of Health Studies, 33(2), 61-69.
Bauman, A. E., Reis, R. S., Sallis, J. F., Wells, J. C., Loos, R. J., Martin, B. W., & Group, L. P. A. S. W. (2012). Correlates of physical activity: why are some people physically active and others not? Lancet, 380(9838), 258-271. doi:10.1016/S0140-6736(12)60735-1
Behzadnia, B., Adachi, P. J. C., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport & Exercise, 39, 10-19. doi:https://doi.org/10.1016/j.psychsport.2018.07.003
Biddle, S. J. H., Petrolini, I., & Pearson, N. (2014). Interventions designed to reduce sedentary behaviours in young people: a review of reviews. British Journal of Sports Medicine, 48(3), 182-186. doi:10.1136/bjsports-2013-093078
Blanchard, C. M., Kupperman, J., Sparling, P., Nehi, E., Rhodes, R. E., Courneya, K. S., . . . Hunt, T. (2007). Ethnicity as a Moderator of the Theory of Planned Behavior and Physical Activity in College Students. Research Quarterly for Exercise & Sport, 78(5), 531-541. doi:10.1080/02701367.2007.10599452
Bray, S. R., & Born, H. A. (2004). Transition to University and Vigorous Physical Activity: Implications for Health and Psychological Well-Being. Journal of American College Health, 52(4), 181-188. doi:10.3200/JACH.52.4.181-188
Brunet, J., & Sabiston, C. M. (2011). Exploring motivation for physical activity across the adult lifespan. Psychology of Sport & Exercise, 12(2), 99-105. doi:10.1016/j.psychsport.2010.09.006
Butler, S. M., Black, D. R., Blue, C. L., & Gretebeck, R. J. (2004). Change in diet, physical activity, and body weight in female college freshman. American Journal of Health Behavior, 28(1), 24-32. doi:https://doi.org/10.5993/AJHB.28.1.3
Chatzisarantis, N. L. D., Frederick, C., Biddle, S. J. H., Hagger, M. S., & Smith, B. (2007). Influences of volitional and forced intentions on physical activity and effort within the theory of planned behaviour. Journal of Sports Sciences, 25(6), 699-709. doi:10.1080/02640410600818523
Chatzisarantis, N. L. D., Hagger, M. S., & Brickell, T. (2008). Using the construct of perceived autonomy support to understand social influence within the theory of planned behavior. Psychology of Sport & Exercise, 9(1), 27-44. doi:10.1016/j.psychsport.2006.12.003
Chung, P. K., & Liu, J. D. (2013). Motivational Regulations as Predictors of Exercise Behavioral and Affective Consequences of Chinese University Students. Journal of Sport Behavior, 36(3), 243-256. doi:repository.hkbu.edu.hk/pe_ja/71
Concha-Viera, A. M., Cuevas-Ferrera, R., Campos-Romero, P., & González-Hernández, J. (2017). Recursos motivacionales para la autorregulación en la actividad física en edad universitaria. Cuadernos de Psicología del Deporte, 17(2), 27-34. doi:https://www.researchgate.net/publication/319250089
Conroy, D. E., Elavsky, S., Doerksen, S. E., & Maher, J. P. (2013). A Daily Process Analysis of Intentions and Physical Activity in College Students. Journal of Sport & Exercise Psychology, 35(5), 493-502. doi:10.1123/jsep.35.5.493
Courneya, K. S., & Bobick, T. M. (2000). Integrating the theory of planned behavior with the processes and stages of change in the exercise domain. Psychology of Sport & Exercise, 1(1), 41-56. doi:10.1016/S1469-0292(00)00006-6
Craggs, C., Corder, K., van Sluijs, E. M. F., & Griffin, S. J. (2011). Determinants of Change in Physical Activity in Children and Adolescents A Systematic Review. American Journal of Preventive Medicine, 40(6), 645-658. doi:10.1016/j.amepre.2011.02.025
Daley, A. J., & Duda, J. (2006). Self-determination, stage of readiness to change for exercise, and frequency of physical activity in young people. European Journal of Sport Sciences, 6. doi:10.1080/17461390601012637
Davy, S. R., Benes, B. A., & Driskell, J. A. (2006). Sex Differences in Dieting Trends, Eating Habits, and Nutrition Beliefs of a Group of Midwestern College Students. Journal of the American Dietetic Association, 106(10), 1673-1677. doi:doi.org/10.1016/j.jada.2006.07.017
Dishman, R. K., Mciver, K. L., Dowda, M., & Pate, R. R. (2018). Declining Physical Activity and Motivation from Middle School to High School. Medicine & Science in Sports & Exercise, 50(6) JUN 2018, 1206–1215. doi:10.1249/MSS.0000000000001542
Dodd, L. J., Forshaw, M. J., & Ward, T. (2012). Predicting physical activity behaviour in male and female young adults. An application of the theory of Planned Behaviour. International Journal of Sport Psychology, 43(6), 542-555. doi:10.7352/IJSP.2012.43.542
Duan, Y., Brehm, W., Wagner, P., Chung, P. K., Graf, S., Zhang, R., & Si, G. (2015). Transition to Adulthood: Relationships Among Psychosocial Correlates, Stages of Change for Physical Activity, and Health Outcomes in a Cross-Cultural Sample. J Journal of Physical Activity and Health, 12(11), 1461-1468. doi:10.1123/jpah.2014-0389
Dzewaltowski, D. A., Noble, J. M., & Shaw, J. M. (1990). Physical Activity Participation: Social Cognitive Theory versus the Theories of Reasoned Action and Planned Behavior. Journal of Sport & Exercise Psychology, 12(4), 388-405. doi:10.1123/jsep.12.4.388
Edmonds, M. J., Ferreira, K. J., Nikiforuk, E. A., Finnie, A. K., Leavey, S. H., Duncan, A. M., & Randall Simpson, J. A. (2008). Body Weight and Percent Body Fat Increase during the Transition from High School to University in Females. Journal of the American Dietetic Association, 108(6), 1033-1037. doi:doi.org/10.1016/j.jada.2008.03.002
Ersöz, G., & Eklund, R. C. (2017). Behavioral regulations and dispositional flow in exercise among American college students relative to stages of change and gender. Journal of American College Health, 65(2), 94-102. doi:10.1080/07448481.2016.1239203
Ersöz, G., Özşaker, M., & Sasur, S. (2016). A self–determination theory approach to motivational orientations, basic needs satisfaction and psychological well–being in exercise. Journal of Physical Education & Sports Science / Beden Egitimi ve Spor Bilimleri Dergisi, 10(2), 306-317.
Expósito González, C., Fernández Ozcorta, E. J., Almagro, B. J., & Sáenz López, P. (2012). Validación de la escala de medida de la intencionalidad para ser fisicamente activo adaptada al contexto universitario. Cuadernos de Psicología del Deporte, 12(2), 49 -56. doi:revistas.um.es/cpd/article/view/170321
Farmanbar, R., Niknami, S., Lubans, D. R., & Hidarnia, A. (2013). Predicting exercise behaviour in Iranian college students: Utility of an integrated model of health behaviour based on the transtheoretical model and self-determination theory. Health Education Journal, 72(1), 56-69. doi:10.1177/0017896911430549
Farooq, A., Martin, A., Janssen, X., Wilson, M. G., Gibson, A.-M., Hughes, A., & Reilly, J. J. (2020). Longitudinal changes in moderate-to-vigorous-intensity physical activity in children and adolescents: A systematic review and meta-analysis. Obesity Reviews, 21(1), e12953. doi:10.1111/obr.12953
Fernández-Ozcorta, E. J., Almagro, B. J., & Saenz-López, P. (2015). Predicción de la intención de seguir siendo físicamente activos en estudiantes universitarios. Cuadernos de Psicología del Deporte, 15(1), 275-284. doi:https://revistas.um.es/cpd/article/view/223481/173811
Fernández-Ozcorta, E. J., Ferriz, R., Arbinaga, F., & García-Martínez, J. (2019). Physically active undergraduates: Motivational and emotional profiles. Journal of American College Health, 67(7), 706-716. doi:10.1080/07448481.2018.1506789
Fishbein, M., & Ajzen, I. (2010). Predicting and Changing Behavior: The Reasoned Action Approach. (P. Press Ed. Taylor & Francis ed.). New York
Gao, Z., Podlog, L. W., & Harrison, L. (2012). College Students’ Goal Orientations, Situational Motivation and Effort/Persistence in Physical Activity Classes. Journal of Teaching in Physical Education, 31(3), 246-260. doi:10.1123/jtpe.31.3.246
Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: theory, research, and practice(4th Edition ed.). doi:ssu.ac.ir/cms/fileadmin/user_upload/Daneshkadaha/dbehdasht/Asadeghi/kar_dar_khane/1._Karen_Glanz__Barbara_K._Rimer__K._Viswanath__Heal_BookFi.org__.pdf
Gunnell, K. E., Brunet, J., Wing, E. K., & Bélanger, M. (2015). Measuring Perceived Barriers to Physical Activity in Adolescents. Pediatric Exercise Science, 27(2), 252-261. doi:10.1123/pes.2014-0067
Gómez-Mazorra, M., Sánchez-Oliva, D., & Labisa-Palmeira, A. (2020). Actividad física en tiempo libre en estudiantes universitarios Colombianos (Leisure-time physical activity in Colombian university students). Retos(37), 181-189. doi:doi.org/10.47197/retos.v37i37.71495
Haase, A., Steptoe, A., Sallis, J. F., & Wardle, J. (2004). Leisure-time physical activity in university students from 23 countries: associations with health beliefs, risk awareness, and national economic development. Preventive Medicine, 39(1), 182-190. doi:10.1016/j.ypmed.2004.01.028
Haerens, L., Kirk, D., Cardon, G., De Bourdeaudhuij, I., & Vansteenkiste, M. (2010). Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students. European Physical Education Review, 16(2), 117-139. doi:10.1177/1356336X10381304
Hagger, M. S. (2019). Habit and physical activity: Theoretical advances, practical implications, and agenda for future research. Psychology of Sport and Exercise, 42, 118-129. doi:doi.org/10.1016/j.psychsport.2018.12.007
Hagger, M. S., & Chatzisarantis, N. L. D. (2009). Integrating the theory of planned behaviour and self-determination theory in health behaviour: a meta-analysis. British Journal of Health Psychology, 14(2), 275-302. doi:10.1348/135910708X373959
Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis. Review of Educational Research, 86(2), 360-407. doi:10.3102/0034654315585005
Hagger, M. S., & Chatzisarantis, N. L. D. (2012). Transferring motivation from educational to extramural contexts: a review of the trans-contextual model. European Journal of Psychology of Education, 27(2), 195–212. doi:10.1007/s10212-011-0082-5
Hagger, M. S., Chatzisarantis, N. L. D., & Biddle, S. J. H. (2002). A meta-analytic review of the theories of reasoned action and planned behavior in physical activity: Predictive validity and the contribution of additional variables. Journal of Sport & Exercise Psychology, 24(1), 3-32. doi:10.1123/jsep.24.1.3
Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model Journal of Educational Psychology, Vol 95(4), Dec 2003, 784-795. doi:10.1037/0022-0663.95.4.784
Keatley, D., Clarke, D. D., & Hagger, M. S. (2012). Investigating the predictive validity of implicit and explicit measures of motivation on condom use, physical activity and healthy eating. Psychology & Health, 27(5), 550-569. doi:10.1080/08870446.2011.605451
Kim, M. S., & Cardinal, B. J. (2019). Differences in university students' motivation between a required and an elective physical activity education policy. Journal of American College Health, 67(3), 207-214. doi:10.1080/07448481.2018.1469501
Kin-Kit, L., & Chan, D. K. S. (2008). Goal Conflict and the Moderating Effects of Intention Stability in Intention--Behavior Relations: Physical Activity Among Hong Kong Chinese. Journal of Sport & Exercise Psychology, 30(1), 39-55. doi:10.1123/jsep.30.1.39
Langdon, J., Johnson, C., & Melton, B. (2017). Factors contributing to the uptake and maintenance of regular exercise behaviour in emerging adults. Health Education Journal, 76(2), 182-193. doi:10.1177/0017896916654934
Lauderdale, M. E., Yli-Piipari, S., Irwin, C. C., & Layne, T. E. (2015). Gender Differences Regarding Motivation for Physical Activity Among College Students: A Self-Determination Approach. Physical Educator, 72, 153-172. doi:doi.org/10.18666/TPE-2015-V72-I5-4682
Lee, R. L. T., & Yuen Loke, A. J. T. (2005). Health-Promoting Behaviors and Psychosocial Well-Being of University Students in Hong Kong. Public Health Nursing, 22(3), 209-220. doi:10.1111/j.0737-1209.2005.220304.x
Lim, B. S. C., How, Y. M., Tan, S. H., Wang, C. K. J., & Kamarova, S. (2016). Adolescents' self-determination profiles in physical education: Introjection and its implications. International Sports Studies, 38(2), 4-20.
Linder, A. D., Harper, A., Jinhong, J., & Woodson-Smith, A. (2017). Ajzen's theory of planned behaviors attitude and intention and their impact on physical activity among college students enrolled in lifetime fitness courses. College Student Journal, 51(4), 550-560.
Liu, J. D., & Chung, P.-K. (2016). Students' Perceived Autonomy Support and Psychological Needs Satisfaction in Physical Education and Exercise Intrinsic Motivation. Journal of Sport Behavior, 39(4), 409-425. doi:psycnet.apa.org/record/2016-53001-004
Madonia, J. S., Cox, A. E., & Zahl, M. L. (2014). The Role of High School Physical Activity Experience in College Students' Physical Activity Motivation. International Journal of Exercise Science, 7(2), 98-109. doi:digitalcommons.wku.edu/ijes/vol7/iss2/1/
Martínez Lemos, R. I. P. R., A.; García García, O. (2014). Perceived Barriers to Physical Activity and Related Factors in Spanish University Students. Open Journal of Preventive Medicine, 4, 164-174 doi:dx.doi.org/10.4236/ojpm.2014.44022
Maselli, M., Ward, P. B., Gobbi, E., & Carraro, A. (2018). Promoting Physical Activity Among University Students: A Systematic Review of Controlled Trials. American Journal of Health Promotion, 32(7), 1602-1612. doi:10.1177/0890117117753798
McIntosh, J. R. D., Jay, S., Hadden, N., & Whittaker, P. J. (2017). Do E-health interventions improve physical activity in young people: a systematic review. Public Health, 148, 140-148. doi:10.1016/j.puhe.2017.04.001
Mella Norambuena, J., Nazar Carter, G., Sáez Delgado, F., Bustos Navarrete, C., López-Angulo, Y., & Cobo Rendón, R. (2020). Variables sociocognitivas y su relación con la actividad física en estudiantes universitarios chilenos (Sociocognitive variables and their relationship with physical activity in Chilean university students). Retos(40), 76-85. doi:doi.org/10.47197/retos.v1i40.77921
Milosis, D., Papaioannou, A. G., Siatras, T. A., Proios, M., & Proios, M. (2015). Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students. Journal of Teaching in Physical Education, 34(3), 424-441. doi:10.1123/jtpe.2013-0226
Milroy, J. J., Orsini, M. M., D'Abundo, M. L., Sidman, C. L., & Venezia, D. (2015). Physical activity promotion on campus: using empirical evidence to recommend strategic approaches to target female college students. College Student Journal, 49(4), 517-526.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Annals of Internal Medicine, 151(4), 264-269. doi:10.7326/0003-4819-151-4-200908180-00135
Molina-García, J., Queralt, A., Castillo, I., & F. Sallis, J. (2015). Changes in Physical Activity Domains During the Transition Out of High School: Psychosocial and Environmental Correlates. Journal of Physical Activity and Health, 12(10), 1414-1420. doi:10.1123/jpah.2014-0412
Müftüler,, M., & İnce, M. L. (2015). Use of trans-contextual model-based physical activity course in developing leisure-time physical activity behavior of university students. Perceptual & Motor Skills, 121(1), 31-55. doi:10.2466/06.PMS.121c13x1
Nordstoga, A. L., Zotcheva, E., Svedahl, E. R., Nilsen, T. I. L., & Skarpsno, E. S. (2019). Long-term changes in body weight and physical activity in relation to all-cause and cardiovascular mortality: the HUNT study. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 45. doi:10.1186/s12966-019-0809-2
Nurmi, J., Hagger, M. S., Haukkala, A., Araùjo-Soares, V., Hankonen, N., & Araújo-Soares, V. (2016). Relations Between Autonomous Motivation and Leisure-Time Physical Activity Participation: The Mediating Role of Self-Regulation Techniques. Journal of Sport & Exercise Psychology, 38(2), 128-137. doi:10.1123/jsep.2015-0222
OMS. (2020). Directrices de la OMS sobre actividad física y hábitos sedentarios: de un vistazo. doi:who.int/es/publications/i/item/9789240014886
Owen, K., Smith, J., Lubans, D. R., Ng, J. Y., & Lonsdale, C. (2014). Self-determined motivation and physical activity in children and adolescents: a systematic review and meta-analysis. Preventive Medicine, 67, 270-279. doi:10.1016/j.ypmed.2014.07.033
Poobalan, A. S., Aucott, L. S., Clarke, A., & Smith, W. C. (2012). Physical activity attitudes, intentions and behaviour among 18-25 year olds: a mixed method study. BMC Public Health, 12, 640. doi:10.1186/1471-2458-12-640
Práxedes, A., Sevil, J., Moreno, A., Villar, F. d., & García-González, L. (2016). Niveles de actividad física y motivación en estudiantes universitarios. Diferencias en función del perfil académico vinculado a la práctica físico-deportiva. Journal of Sport and Health Research, 8(3), 191-204. doi:www.researchgate.net/publication/308878708
Quartiroli, A., & Maeda, H. (2014). Self-determined Engagement in Physical Activity and Sedentary Behaviors of US College Students. International Journal of Exercise Science, 7(1), 87-97. doi:.ncbi.nlm.nih.gov/pmc/articles/PMC4831897/
Quartiroli, A., & Maeda, H. (2016). The Effects of a Lifetime Physical Fitness (LPF) Course on College Students' Health Behaviors. International Journal of Exercise Science, 9(2), 136-148.
Ramírez-Vélez, R., Triana-Reina, H. R., Carrillo, H. A., Ramos-Sepúlveda, J. A., Rubio, F., Poches-Franco, L., . . . Correa-Bautista, J. E. (2015). A cross-sectional study of Colombian University students' self-perceived lifestyle. Springerplus, 4, 289. doi:10.1186/s40064-015-1043-2
Rebar, A. L., Maher, J. P., Doerksen, S. E., Elavsky, S., & Conroy, D. E. (2014). Intention-behavior gap is wider for walking and moderate physical activity than for vigorous physical activity in university students. Journal of Science & Medicine in Sport, 19(2), 130-134. doi:10.1016/j.jsams.2014.11.392
Rhodes, R. E., & Blanchard, C. M. (2008). Do sedentary motives adversely affect physical activity? Adding cross-behavioural cognitions to the theory of planned behaviour. Psychology & Health, 23(7), 789-805. doi:10.1080/08870440701421578
Rhodes, R. E., Blanchard, C. M., Matheson, D. H., & Coble, J. (2006). Disentangling motivation, intention, and planning in the physical activity domain. Psychology of Sport & Exercise, 7(1), 15-27. doi:10.1016/j.psychsport.2005.08.011
Rhodes, R. E., Matheson, D. H., & Mark, R. (2010). Evaluation of Social Cognitive Scaling Response Options in the Physical Activity Domain. Measurement in Physical Education & Exercise Science, 14(3), 137-150.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. doi:https://doi.org/10.1016/j.cedpsych.2020.101860
Salazar-Ayala, C. M., & Gastélum-Cuadras, G. (2020). Teoría de la autodeterminación en el contexto de educación física: Una revisión sistemática (Self-determination Theory in the Physical Education context: A systematic review). Retos, 38(38), 838-844. doi:https://doi.org/10.47197/retos.v38i38.72729
Scott, F., Rhodes, R. E., & Downs, D. S. (2009). Does Physical Activity Intensity Moderate Social Cognition and Behavior Relationships? Journal of American College Health, 58(3), 213-222. doi:10.1080/07448480903295326
Sevil, J., Sánchez-Miguel, P. A., Pulido, J. J., Práxedes, A., & Sánchez-Oliva, D. (2018). Motivation and Physical Activity: Differences Between High School and University Students in Spain. Perceptual & Motor Skills, 125(5), 894-907. doi:10.1177/0031512518788743
Sevil-Serrano, J., Práxedes, A., Abarca-Sos, A., Del Villar, F., & García-González, L. (2016). Levels of physical activity, motivation and barriers to participation in university students. J Sports Med Phys Fitness, 56(10), 1239-1248. doi:www.ncbi.nlm.nih.gov/pubmed/26554859
Sibley, B. A., & Bergman, S. M. (2016). Relationships Among Goal Contents, Exercise Motivations, Physical Activity, and Aerobic Fitness in University Physical Education Courses. Perceptual and Motor Skills, 122(2), 678-700. doi:10.1177/0031512516639802
Telama, R., Yang, X., Leskinen, E., KankaanpÄÄ, A., Hirvensalo, M., Tammelin, T., . . . Raitakari, O. T. (2014). Tracking of Physical Activity from Early Childhood through Youth into Adulthood. Medicine & Science in Sports & Exercise, 46(5). doi:10.1249/MSS.0000000000000181
Ullrich-French, S., Cox, A. E., & Bumpus, M. F. (2013). Physical activity motivation and behavior across the transition to university. Sport, Exercise, and Performance Psychology, 2(2), 90-101. doi:10.1037/a0030632
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., . . . Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis [doi:10.1037/edu0000420]. US: American Psychological Association.
Wang, X. (2011). The role of anticipated negative emotions and past behavior in individuals’ physical activity intentions and behaviors. Psychology of Sport & Exercise, 12(3), 300-305. doi:10.1016/j.psychsport.2010.09.007
Wengreen, H. J., & Moncur, C. (2009). Change in diet, physical activity, and body weight among young-adults during the transition from high school to college. Nutrition Journal, 8(1), 32. doi:10.1186/1475-2891-8-32
Wilson, P. M., Rodgers, W. M., Fraser, S. N., & Murray, T. C. (2004). Relationship between exercise regulations and motivational consequences in university students. Research Quarterly for Exercise and Sport, 75(1), 81-91. doi:10.1080/02701367.2004.10609136
Wing Kwan, M. Y., Bray, S. R., & Martin Ginis, K. A. (2009). Predicting Physical Activity of First-Year University Students: An Application of the Theory of Planned Behavior. Journal of American College Health, 58(1), 45-55. doi:10.3200/JACH.58.1.45-55
Young Deborah, R., Hivert, M.-F., Alhassan, S., Camhi Sarah, M., Ferguson Jane, F., Katzmarzyk Peter, T., . . . Yong Celina, M. (2016). Sedentary Behavior and Cardiovascular Morbidity and Mortality: A Science Advisory From the American Heart Association. Circulation, 134(13), e262-e279. doi:10.1161/CIR.0000000000000440
Yusainy, C., Chan, D. K. C., Hikmiah, Z., & Anggono, C. O. (2019). Physical activity in Indonesian University students: the contradictory roles of dispositional mindfulness and self-control. Psychology, Health & Medicine, 24(4), 446-455. doi:10.1080/13548506.2018.1546015
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2021 Mabel Gómez-Mazorra, Tomás Reyes-Amigo, Hernán Gilberto Tovar Torres, David Sánchez-Oliva, Antonio Labisa-Palmeira
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
