Abstract

ObjectiveThe present study aims to examine the impacts of a mandatory physical activity (PA) course on exercise motivation among predominately Hispanic college students. The course was designed based on the Self-Determination Theory to increase students’ PA motivation. Methods: A total of 383 college students (n_males=126; n_females=257; M_age=19.6; 67.6% Hispanic/Latino[a]) participated in the course and completed the Behavioral Regulation to Exercise Questionnaire-2 at the beginning (pretest) and the end of the course (post-test). This questionnaire measured five motivation constructs: amotivation, intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation. Results: Findings showed significant increases from pretest to post-test in all five motivation constructs (ps < 0.01). Conclusions: Although the mandatory PA curriculum successfully increased the intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation among college students, amotivation was also increased. These outcomes suggested some positive impacts on Hispanic college students’ motivation to participate in PA. Findings can assist researchers and educators in developing, implementing, and evaluating required PA courses in colleges and universities.

摘要

目的本研究旨在探讨强制性体育活动（PA）课程对主要是西班牙裔大学生的运动动机的影响。该课程以自我决定理论为基础设计，旨在提高学生的PA动机。方法：共有 383 名大学生（n 名_男性=126；n_名女性=257；男性_年龄=19.6；67.6% 西班牙裔/拉丁裔[a]）参加课程并在开始时完成《运动行为调节问卷-2》 （预测试）和课程结束（后测试）。该问卷测量了五种动机结构：无动机、内在动机、外在动机、内射调节和识别调节。结果：结果显示，从前测到后测，所有五种动机结构均显着增加 ( ps  < 0.01)。结论：虽然必修的PA课程成功地提高了大学生的内在动机、外在动机、内投调节和识别调节，但消极动机也有所增加。这些结果表明对西班牙裔大学生参与 PA 的动机产生了一些积极影响。研究结果可以帮助研究人员和教育工作者开发、实施和评估学院和大学所需的 PA 课程。