Validação da escala de relações interpessoais no desporto em estudantes do ensino secundário.
DOI:
https://doi.org/10.17398/1885-7019.22.143Palavras-chave:
Competências sociais, interação em grupo, escala de relações interpessoais, ajustamento normativoResumo
As percepções das relações interpessoais nos jovens podem variar em diferentes grupos populacionais. Este estudo analisou as propriedades psicométricas da escala de relações interpessoais no desporto em 1312 estudantes do ensino secundário com idades compreendidas entre os 14 e os 17 anos (14,86 ± 1,55) do nordeste do México. Utilizou-se o SPSS v27.0 e o AMOS 26.0, determinando que a análise fatorial exploratória apresentava uma medida de adequação óptima para cinco factores, respeitando a estrutura original. A análise fatorial confirmatória produziu índices de ajuste satisfatórios (X2/gl = 3,19, p < .01, CFI = .97, TLI = .96, IFI = .97, RMSEA = .05). Os resultados indicam que a escala é adequada para avaliar a perceção das relações interpessoais nas aulas de educação física. Os factores identificados podem contribuir para melhorar as relações entre os alunos e os agentes envolvidos na sua aprendizagem, promovendo uma compreensão mais profunda dos benefícios interpessoais no desempenho académico e no desenvolvimento holístico dos jovens.
Traduzido com a versão gratuita do tradutor - DeepL.com
Downloads
Referências
Alexe, D. I., Cîrtiţă, B. C., Tohănean, D. I., Larion, A., Alexe, C. I., Dragos, P., & Burgueño, R. (2023). Interpersonal Behaviors Questionnaire in Sport: Psychometric Analysis With Romanian Professional Athletes. Perceptual and Motor Skills, 130(1), 497–519. https://doi.org/10.1177/00315125221135669
Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), https://doi.org/10.6018/analesps.29.3.178511
Aydoğdu, F. (2022). Developing a Peer Relationship Scale for Adolescents: a validity and reliability study. Current Issues in Personality Psychology, 9(1). https://doi.org/10.5114/cipp.2021.109461
Blanco Ornelas, J. R., Aguirre Vásquez, S. I., Jiménez Lira, C., Mondaca Fernández, F., & Jurado García, P. J. (2021). Composición e invarianza factorial del cuestionario MIFA en adolescentes deportistas y no deportistas. Sportis. Scientific Journal of School Sport. Physical Education and Psychomotricity, 7(1), 131–149. https://doi.org/10.17979/sportis.2021.7.1.5995
Burns, L., Weissensteiner, J. R., & Cohen, M. (2019). Supportive interpersonal relationships: a key component to high-performance sport. British Journal of Sports Medicine, 53(22), 1386-1389. https://doi.org/10.1136/bjsports-2018-100312
Byrne, B. M. (2016). Structural equation modeling with AMOS. Routledge eBooks. https://doi.org/10.4324/9781315757421
Casey, A., & Quennerstedt, M. (2020). Cooperative learning in physical education encountering Dewey’s educational theory. European Physical Education Review, 26(4), 1023-1037. https://doi.org/10.1177/1356336X20904075
Casey, A., MacPhail, A., Larsson, H., & Quennerstedt, M. (2021). Between hope and happening: Problematizing the M and the P in models-based practice. Physical Education and Sport Pedagogy. 26(2), 111-122, https://doi.org/10.1080/17408989.2020.1789576
Coan, J. A., Schaefer, H. S., & Davidson, R. J. (2006). Lending a hand: social regulation of the neural response to threat. Psychological Science, 17(12), 1032–1039. https://doi.org/10.1111/j.1467-9280.2006.01832.x
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/bf02310555
Cronin, LD, Allen, J., Mulvenna, C. y Russell, P. (2017). Una investigación de las relaciones entre el clima de enseñanza, el desarrollo de habilidades para la vida percibido por los estudiantes y el bienestar en la educación física. Pedagogía de la Educación Física y el Deporte, 23 (2), 181–196. https://doi.org/10.1080/17408989.2017.1371684
Fernandez-Rio, J., Alcalá, D. H., & Perez-Pueyo, Á. (2018). Revisando los modelos pedagógicos en educación física. Ideas clave para incorporarlos al aula. Revista Española de Educación Física y Deportes, (423), ág-57. https://doi.org/10.55166/reefd.vi423.695
Gardner, L. A., Magee, C. A., & Vella, S. A. (2017). Enjoyment and behavioral intention predict organized youth sport participation and dropout. Journal of Physical Activity and Health, 14(11), 861-865. https://doi.org/10.1123/jpah.2016-0572
Garshasbi, S., Mohammadi, Y., Graf, S., Garshasbi, S., & Shen, J. (2019). Optimal learning group formation: A multi-objective heuristic search strategy for enhancing inter-group homogeneity and intra-group heterogeneity. Expert Systems With Applications, 118, 506-521. https://doi.org/10.1016/j.eswa.2018.10.034
Gillet, N., Vallerand, R. J., Paty, E., Gobancé, L., & Berjot, S. (2010). French validation and adaptation of the perceived autonomy support scale for exercise settings to the sport context. International Journal of Sport and Exercise Psychology, 8(2), 117–128. https://doi.org/10.1080/1612197X.2010.9671937
Guillermo, L. Y. (2017). Programa de técnicas asertivas para mejorar las relaciones interpersonales de los estudiantes de educación primaria. In Crescendo, 8(2), 179-191. https://doi.org/10.21895/incres.2017.v8n2.02
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis: A Global Perspective (7th Ed.). Pearson Education.
Hambleton, R. K., & Kanjee, A. (1995). Increasing the validity of cross-cultural assessments: Use of improved methods for test adaptations. European Journal of Psychological Assessment, 11(3), 147–157. https://doi.org/10.1027/1015-5759.11.3.147
Harriss, D., MacSween, A., & Atkinson, G. (2019). Ethical Standards in Sport and Exercise Science Research: 2020 Update. International Journal of Sports Medicine, 40(13), 813-817. https://doi.org/10.1055/a-1015-3123
Hernando-Garijo, A., Hortigüela-Alcalá, D., Sánchez-Miguel, P. A., & González-Víllora, S. (2021). Fundamental pedagogical aspects for the implementation of models-based practice in physical education. International Journal of Environmental Research and Public Health, 18(13), 7152. https://doi.org/10.3390/ijerph18137152
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling a Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Lacunza, A. B., & Contini, E. N. (2016). Relaciones interpersonales positivas: los adolescentes como protagonistas, Psicodebate, 16(2), 73-94. https://doi.org/10.18682/pd.v16i2.598
Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A., & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica. revisada y actualizada. Anales de Psicología, 30(3). https://doi.org/10.6018/analesps.30.3.199361
Lopes, L., Santos, R., Coelho-e-Silva, M., Draper, C., Mota, J., Jidovtseff, B., & Agostinis-Sobrinho, C. (2021). A narrative review of motor competence in children and adolescents: what we know and what we need to find out. International journal of Environmental Research and Public Health, 18(1), 18. https://doi.org/10.3390/ijerph18010018
Losier, G. F., & Vallerand, R. J. (1995). Développement et validation de l'Échelle des Relations Interpersonnelles dans le Sport (ÉRIS). International Journal of Sport Psychology, 26(3), 307–326.
Martín-Albo, J., Núñez Alonso, J. L., Navarro Izquierdo, J. G., & González Ruiz, V. M. (2006). Validación de la versión española de la escala multidimensional de orientaciones a la deportividad. Revista de Psicología del Deporte, 15(1), 0009-22.
Medina Valencia, R. T., Salazar, C. C. M., Andrade Sánchez, A. I., Ramos Carranza, I. G., & Reynoso Sánchez, L. F. (2023). Recreation, social skills and coping strategies during the first stage of COVID-19 confinement in mexican adolescents. E-balonmano Com, 19(2), 165-178. https://doi.org/10.17398/1885-7019.19.165
Miranda-Novales, M. G., & Villasís-Keever, M. Á. (2019). El protocolo de investigación VIII. La ética de la investigación en seres humanos. Deleted Journal, 66(1), 115-122. https://doi.org/10.29262/ram.v66i1.594
Monteiro, D., Rodrigues, F., & Lopes, V. (2021). Social support provided by the best friend and vigorous-intensity physical activity in the relationship between perceived benefits and global self-worth of adolescents. Revista de Psicodidática, 26(1), 70–77. https://doi.org/10.1016/j.psicod.2020.11.004
Mouloud, K, Bekai, I., & Krine, N. (2025). La relación entrenador-atleta-padre: adaptación y validación de la versión árabe del cuestionario PNPCAP. Cuadernos de Psicología del Deporte, 25(2), 134–150. https://doi.org/10.6018/cpd.620481
Renatovna, A. G., & Renatovna, A. S. (2021). Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education Journal, 58(2), 4889-4902. https://doi.org/10.17762/pae.v58i2.2886
Rocchi, M., Pelletier, L., & Desmarais, P. (2016). Validez del Cuestionario de comportamientos interpersonales (IBQ) en el deporte. Medición en Educación Física y Ciencias del Ejercicio, 21(1), 15–25. https://doi.org/10.1080/1091367X.2016.1242488
Rodrigues, F., Monteiro, D., & Lopes, V. P. (2023). The Mediation Role of Perceived Benefits and Barriers in the Relationship Between Support Provided by Significant Others and Physical Activity of Adolescents. Perceptual and Motor Skills, 130(2), 902-922. https://doi.org/10.1177/00315125231151780
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Lawrence Erlbaum Associates. Mahwah. NJ. https://doi.org/10.4324/9781410610904
Seçer, İ. (2015). Zorbalıkla başa çıkma stratejileri öl çeğinin geliştirilmesi: Geçerlik ve güvenirlik çalış ması. Ata türk Üniversitesi Kazım Karabekir Eğitim Fakülte si Dergisi. 30, 85–105. https://dergipark.org.tr/tr/download/article-file/31615
Sheridan, D., Coffee, P., & Lavallee, D. (2014). A systematic review of social support in youth sport. International Review of Sport and Exercise Psychology, 7(1), 198–228. https://doi.org/10.1080/1750984X.2014.931999
Tagliavini, E. F., Harwood, C. G., Jowett, S., & Thrower, S. N. (2023). A collective case study of parent–athlete–coach triads in British youth tennis. The Sport Psychologist, 38(1), 14-27. https://doi.org/10.1123/tsp.2023-0014
Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., & Thurston, A. (2010). Social Effects of Collaborative Learning in Primary Schools. Learning and Instruction, 20(3), 177-191. https://doi.org/10.1016/j.learninstruc.2009.01.005
Vallerand, R. J., Deshaies, P., Cuerrier, J. P., BriÈre, N. M., & Pelletier, L. G. (1996). Toward a multidimensional definition of sportsmanship. Journal of Applied Sport Psychology, 8(1), 89–101. https://doi.org/10.1080/10413209608406310
WMA The World Medical Association. (2017). Declaración de Helsinki de La AMM–Principios Éticos Para Las Investigaciones Médicas En Seres Humanos. Recuperado de: https://www. wma. net/es/policies-post/declaracion-de-helsinki-de-la-amm-principios-eticos-para-las-investigaciones-medicas-en-seres-humanos.
Zeng, E., Dong, Y., Yan, L., & Lin, A. (2023). Perceived Safety in the Neighborhood: Exploring the Role of Built Environment. Social Factors. Physical Activity and Multiple Pathways of Influence. Buildings, 13(1), 2. https://doi.org/10.3390/buildings13010002
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2026 E-balonmano Com, Revista de Ciencias del Deporte
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
