International Journal of Pediatrics

The Effects of Parental Socioeconomic Status on Children’ Physical Activity: Mediating Role of Motivation

Shaghayegh Hashemi Motlagh; Tayebeh BaniAsadi; Zahra Chaharbaghi; Lida Moradi

Volume 10, Issue 8 , August 2022, , Pages 16538-16544

https://doi.org/10.22038/ijp.2022.63421.4834

Abstract

Background: An important determinant of health and wellbeing is socioeconomic status as it can influence an individual’s exposure to several risk factors across the lifespan. ... Read More Background: An important determinant of health and wellbeing is socioeconomic status as it can influence an individual’s exposure to several risk factors across the lifespan. Previous studies, using the self-report scales, have demonstrated that parental socioeconomic status is associated with physical activity in children. However, due to limitations of self-reporting methods, we aimed to assess the association between the parental socioeconomic statuses with accelerometer-measured physical activity among children. Motivation was included as a mediator.Method: 126 participants (45 girls, mean age of 10.92±1.89 years) wore the accelerometer for seven consecutive days. Parental socioeconomic status was measured by two items, namely, the parents’ education level and household income. The Intrinsic Motivation Scale was applied to measure motivation. Structural equation modeling was performed to analyze data.Results: 74% of our sample was at medium level of parental socioeconomic status. Accelerometer data demonstrated that children spent 74.29% of the total time in sedentary behaviors, 17.20% in light physical activity, and 8.81% in Moderate-to-Vigorous Physical Activity (MVPA). On average, the daily time spent in MVPA was 45.19 minutes, which is below the WHO guideline. In fact, 27.7% (n=35) of children fulfilled the guideline. The results showed that parental socioeconomic status had significant effects on motivation (T=4.129) and MVPA (T=5.097). Moreover, motivation had a significant effect on MVPA (T=2.679). Finally, motivation significantly mediated the association between socioeconomic status and MVPA (P<0.001).Conclusion: As demonstrated in the findings, the socioeconomic statuses of parents and physical activity have become critical concerns about children. Accordingly, in order to increase the level of MVPA among children, large scale programs should be developed by the stakeholders to increase the parents’ socioeconomic status level.

The correlation of Autonomy Support with Intrinsic Motivation, Anxiety, and Intention to Do Physical Activities in Children

Maryam Abdoshahi; Amin Gholami; Malihe Naeimikia

Volume 10, Issue 3 , March 2022, , Pages 15623-15629

https://doi.org/10.22038/ijp.2022.63021.4810

Abstract

Background: The purpose of the present study was to investigate the association of autonomy-based teaching style in physical education with intrinsic motivation, social anxiety, and ... Read More

Autonomy Support, Needs Satisfaction, Motivation, and Intention to Do Physical Activities in Adolescents: A Validation study

Fatemeh Beigom Hosseini; Saeed Ghorbani; Reza Rezaeeshirazi

Volume 10, Issue 2 , February 2022, , Pages 15399-15411

https://doi.org/10.22038/ijp.2021.55491.4370

Abstract

Background: Components of self-determination theory work very well in physical education settings. However, very few studies in Iran focused on this issue which might be due to the ... Read More Background: Components of self-determination theory work very well in physical education settings. However, very few studies in Iran focused on this issue which might be due to the lack of validated questionnaires. The present study aimed to investigate the psychometric properties of a Persian questionnaire derived and translated from four scales assessing the self-determination components of physical activity/education in adolescent students.Methods: This study used an exploratory-confirmatory method. The participants were 400 high-school students (16-18 years old) studying in Aliabad Katoul, Golestan, Iran, during 2019. The items of the English standard questionnaires were converted into Persian using the translation-retranslation method. Subsequently, nine experts confirmed the validity of the final Persian questionnaire. The questionnaires included Needs Support in Physical Education Questionnaire which is used to measure autonomy support; Sport Climate in Physical Education Questionnaire which is used for measuring needs satisfaction; Intrinsic Motivation Scale which is used to measure intrinsic motivation for having physical education in the leisure-time; and Intention to Physical Activity used to measure intention to perform physical activities outside the school. We employed factor analysis and structural equation modeling to examine the validity of the questionnaire.Results: The descriptive statistics showed that all boys and girls were in almost identical ages. Exploratory and confirmatory factor analysis indicated that the Persian version of the questionnaires had relatively high powers for assessing self-determination components in physical education (GoF=0.729). Moreover, perceived autonomy support positively affected the needs satisfaction and intrinsic motivation in physical education. Moreover, intrinsic motivation in physical education was transferred into intrinsic motivation outside school and subsequently affected intention to do physical activities (all T>1.96).Conclusions: The Persian questionnaire validated in this study enjoys a relatively high power for assessing the self-determination components in physical education. Moreover, autonomy support plays an important role in motivating students to be physically active.

Structural Model of Students' Academic Motivation based on the Teacher-Student Relationship, School Attachment, and Metacognitive Awareness through Self-Mediation

Atiyeh Amrollahi Beyooki; Mojgan Sepahmansour; Afsaneh Ghanbaipanah

Volume 9, Issue 2 , February 2021, , Pages 13077-13090

https://doi.org/10.22038/ijp.2020.49977.3988

Abstract

Background: The aim of the present study was to investigate the structural model of student motivation based on the teacher-student relationship, school attachment, and metacognitive ... Read More Background: The aim of the present study was to investigate the structural model of student motivation based on the teacher-student relationship, school attachment, and metacognitive awareness through self-mediated disabling. Materials and Methods: The approach used in this analysis was the structural equation modeling correlation. The statistical population of this study included all male and female high school students in the 22.0 Tehran districts in the academic year of 2017-18 in the second year of high school. Based on the table by Jesse and Morgan, stratified random sampling was used to select 480 individuals. They were selected and answered the Motivation Questionnaire (AMS), Teacher-Student Relationship (IT-SR), School Attachment (SAQ), Metacognitive Awareness (MAI), and Self-Handicapping Scale (SHS). Pearson correlation with SPSS software version 20 and path analysis with Amos software was used to analyze the data. Results: Demographic findings show that most of the sample cases are boys and 17-year-olds. It can be concluded that Teacher-student relationships has an indirect effect on Academic motivation by mediating role of Self-handicapping (p <0.05). But the indirect relationship between attachment to school with Academic motivation was not confirmed (p>0.05). Conclusion: The results showed that the teacher-student relationship with academic motivation was significant and school attachment has a direct and significant relationship with academic motivation, while the indirect effect was not significant. Also, the relationship between metacognitive awareness and academic motivation with the presence of self-medicated mediation was directly and indirectly significant. Given the importance of the role of the mentioned variables on students' academic motivation, efforts should be made to create conditions for promoting students' academic motivation by creating a supportive and positive, active, and vibrant environment.

Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

Zahra Jamebozorg; Fatemeh Jafarkhani; Mohammad Salimi; Maryam Brahman

Volume 5, Issue 12 , December 2017, , Pages 6231-6244

https://doi.org/10.22038/ijp.2017.23812.2033

Abstract

Background: Motivation is an important factor in learning. Educational games increase the learning motivation and understanding of students by creating a sense of joy, satisfaction ... Read More

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Keywords = motivation

The Effects of Parental Socioeconomic Status on Children’ Physical Activity: Mediating Role of Motivation

Abstract

The correlation of Autonomy Support with Intrinsic Motivation, Anxiety, and Intention to Do Physical Activities in Children

Abstract

Autonomy Support, Needs Satisfaction, Motivation, and Intention to Do Physical Activities in Adolescents: A Validation study

Abstract

Structural Model of Students' Academic Motivation based on the Teacher-Student Relationship, School Attachment, and Metacognitive Awareness through Self-Mediation

Abstract

Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

Abstract