EQOL Journal (2018) 10(1):
ORIGINAL ARTICLE
Gender differences during adolescence in the motives for physical exercise, depression, anxiety and stress
Miroljub Ivanović 1✉ • Uglješa Ivanović 2
Received: 10th October, 2017 |
DOI: 10.31382/eqol.180602 |
Accepted: 18th January, 2018 |
|
© The Author(s) 2018. This article is published with open access. |
|
Abstract
Lately, there has been increase of interest in examining the motives of male and female adolescents for taking part in physical activities, as well as examining their depression, anxiety and stress. The objective of this paper was to investigate intergender differences between male and female adolescents concerning the motives for physical exercise, depression, anxiety and stress. The pertinent sample accounted for 332
0.86.Three measuring instruments were used: Questionnaire for collecting basic data, The
Exercise Motivation Inventory 2
✉miroljub.ivanovic@gmail.com
1College of vocational studies for teachers and professional computer scientists – Sirmium, Sremska Mitrovica, Serbia
2Faculty of Management in Sports, Alpha University, Belgrade, Serbia
on, Enjoyment, Social recognition and Strength and Persistence were more dominant with male adolescents, whereas motives: Appearance, Agility, Maintaining and improving health, and Body mass control were manifested more with female high school seniors. The findings revealed, with the probability of error being 0.05 the statistically significant differences of the depression dimension between the adolescents who rarely or never take part in physical activities and those who take part in physical activities three or more times a week. The results suggest that there are significant differences between male and female participants when it comes to stress variable (t =
Keywords physical exercise • sport • adolescents
• motives • depression • anxiety • stress
Introduction
The development of technology, more prominent sedentary way of life and insufficient physical activity represent danger to psychosomatic condition of adolescents now, at the start of the XXI century. A great number of students today face various mental disorders (depression, anxiety and stress) which diminish their capacity to express their abilities, creativity and interest in studying. With these problems of the modern age it is extremely significant to define the existence of one of the mentioned psychopathological disorders in order to be able to give suitable help and impro-
17
EQOL Journal (2018) 10(1):
ve the quality of adolescents’ lives (Šepić & Kolić- Vehovec, 2017).
Depression is an emotional state which is characterized by low positive affect, dysphoria, hopelessness, disinterest, apathy, negative attitude towards oneself and life in general (Jovanović,
Anxiety represents unpleasant emotional state of dread, fear and concern characterized by somatic symptoms which indicates to overactive autonomic nervous system (Crnković, 2017). Anxiety has recently become very popular in research studies, since it is one of the most common mental disorders. The risk of developing anxiety is 5%, being slightly higher among women (Lenz, Vinković, & Degmečić, 2016).
Stress is common among adolescents (Rukavina &
&Validžić, 2014). People are aware of this but are incapable of finding suitable explanation for the source of stress and are not able to face frightening situations and things (Ljubić & Babić, 2017).
Adolescence represents a tremendously sensitive period of development, accompanied with big psychophysical changes – negative affective reactions and difficulties in affectivity, which can generate problems with serious consequences (Randall, Thomas, Whiting, & McGrath, 2017). It is precisely this life period that interests the experts who study mental health of the youth and the changes which occur in the period of late adolescence (Horton, 2011). The evaluation of the unpleasant cognitive and emotional states among adolescents is one of the everyday tasks of the psychologists, in practice as well as in theoretical researches (Novović, 2006).
Regular and planned aerobic and anaerobic exercise of certain intensity and range normalizes the metabolism of fat and carbs, improves mental state and the functioning of muscular, cardiovascular, respiratory and endocrine system (Vina, Sanchis- Gomar,
18
2013). On the other hand, the reduction of physical activity can have many negative effects on psychophysical health of adolescents, for example increased risk of developing coronary diseases, diabetes, some types of cancer, obesity and hypertension (Baumeister et al., 2017). The study by Metthew (2017), proves that there is reduction of anxiety with people who exercise 2 to 4 hours a week. Also, the research by McMahon et al. (2017) shows that the physically active participants had lower scores on the
The chain of the latest empirical research indicates that the regular and moderate physical activity has significant function in a healthy lifestyle, health improvement and in the prevention of numerous diseases (Chomistek et al., 2015; Wu,
In the context of physical activity and exercising, the exerciser exercises for two reasons: 1) to receive external (extrinsic) incentive and prove that he is better than others and 2) external reward, which represents a certain feedback and facilitates the feeling of competence, where the result is increased internal – intrinsic motivation, as this research shows (Cox 2005). Therefore, the basic motives that characterize the motivation for physical exercise are: focus on motoric task, learning new skills, taking joy in exercising, physical practice, tendency towards maintaining good health, enjoying the challenge, excitement and socializing.
In the research done by (Šimunić & Barić, 2011) it was determined that the main motives for exercising, maintaining and improving health are agility and strength. On the one hand, the dominant motives with women are maintaining and improving health, agility and body mass control, which shows their awareness of the importance of exercising, while with the male participants what is prevailing is
EQOL Journal (2018) 10(1):
strength, health, agility and competition, which brings confidence and increased persistence in exercising. In the study carried out on the sample of women who exercise regularly, it is emphasized that body mass is the less important motive compared to the female amateurs, as the research shows (Vlašić, Barić, Oreb, & Kasović, 2002).
In their study by Hynynen et al. (2016), they stress that in the industrialized countries the increase of physical inactivity is manifested in the period of late adolescence. Furthermore, it is determined that the significant number of behaviors, originated in the period of adolescence, is adopted and it remains distinctive behavioral model even in the later periods of life, as the study shows (Engelberg et al., 2016). Research findings (Owen,
Research results (Abasi, Eslami, Rakhshani, & Shiri, 2016; Morgan, Young, Smith, & Lubans, 2016) indicate that while planning their physical activity during free time, male adolescents manifest the perseverance and confidence in their own success by sticking to the plan of physical activities even when there are certain difficulties and disadvantages (e.g. bad mood), in contrast to female adolescents who need stronger incentives. Besides that, male adolescents with increased energy more often take part in team sports and weightlifting, whereas female adolescents are more active in the activities such as dancing, yoga and aerobic.
Aims In accordance with the defined research problem, the basic aims of this transversal study were:
(1)examining the frequency of taking part in physical activities and (2) determining the statistically significant gender difference in two independent samples of both genders regarding their variables – motives for physical exercise and negative emotional states (depression, anxiety and stress). In the context of theoretical findings and formulated aims, two research hypotheses were put forward: it is expected that male adolescents will significantly more often
take part in physical activities, that the participants who more frequently take part in physical activities will achieve significantly lower scores on the depression scale.
Method
Participant sample and procedure. In this section study, the pertinent sample of N=288 is represented by the students of the IV grade of Secondary Commercial and Technical school in Valjevo (164 females or 49.40 % and 168 males or 50.60%). The average age of the participants is 18.10 (SD = 0.86).
The anonymous researches were done in groups, during regular classes, on September 2017. The size of the groups varied from 20 to 30 participants. Average time needed for filling in the questionnaire was approximately 45 minutes. In accordance with the ethical principles of the research, school principals signed a formal consent for the students’ participation in the testing. During the research, the adolescents could have quit at any time, without any repercussions (three adolescents quit).
Measures. Questionnaire for collecting basic data. A special basic characteristics questionnaire was made for the requirements of this research, and it included demographic variables (sex, age, high- school type) and the variables which refer to the frequency of physical exercising and other aspects of physical activity. The participants circled the offered categories (never, rarely, less than once a month,
The Exercise Motivation Inventory questionnaire
–
(Markland & Ingledew, 1997) was used to evaluate the motives for adolescents’ participation in physical activities. The questionnaire contains 54 items which refer to the 14 following motives for exercising:
Socializing (e.g. “To spend time with friends.”), Appearance (e.g. “Because it helps me look better.”), Challenge (e.g. “Because it gives me goals for progress.”), Competition (e.g. “Because I like trying to win during physical activities.”), Enjoyment (e.g. “Because I take joy in hard work.”), Prevention of health problems (e.g. “To avoid illness.”), Agility (e.g. “To remain or become more agile.”),
19
EQOL Journal (2018) 10(1):
Maintaining and improving health (e.g. “To have a healthy body.”), Organism regeneration (e.g. “Because it makes me feel well.”), Peer pressure (e.g. “To fit in.”), Social recognition (e.g. “To prove myself to the others.”), Strength and perseverance (e.g. “To increase my strength and perseverance.”), Stress management (e.g. “It helps me decrease tension.”), and Body mass control (e.g. “To keep my figure.”).
The answers to items are marked on
The questionnaire has shown satisfactory metric characteristics. The defined coefficients of internal reliability (Cronbach’s alpha) of this research for the subscales were: Socializing (α=0.90), Appearance (α=0.87), Challenge (α=0.85), Competition (α=0.89), Enjoyment (α=0.91), Prevention of health problems (α=0.88), Agility (α=0.89), Maintaining and improving health (α=0.90), Organism regeneration (α=0.83), Social recognition (α=0.87), Strength and perseverance (α=0.92), Stress management (α=0.86), and Body mass control (α=0.85). The results are similar to those from the research done on Croatian sample by Šimunić & Barić (2011).
Depression, Anxiety, Stress Scale –
scale contains three subscales with seven items each: Depression – subscale of low positive affect (e.g. “I had dry mouth.”), Anxiety – the measure of physiological excitement (e.g. “I could not experience any positive emotion.”) and Stress – the measure of
The internal consistency expressed by Cronbach’s alpha coefficients extremely high (α=0.91 for the complete sample). For the subscales, the internal consistency is: Depression (α=0.92), Anxiety (α=0.90) and Stress (α=0.88).
Results
With the purpose of examining the statistically significant differences of the motives for participating in physical exercising, as well as the differences in items on the depression, anxiety and stress scale, firstly the frequency of adolescents’ participation in physical exercising is presented in Table 1.
Table 1. Distribution of participants by sex compared to the frequency and percentage of participation in physical exercise
|
Total |
|
Male adolescents |
Female adolescents |
||
|
|
|
|
|
|
|
Item |
N |
% |
N |
% |
N |
% |
|
|
|
|
|
|
|
Never |
38 |
11.47 |
15 |
8.92 |
24 |
14.63 |
Rarely |
46 |
13.85 |
18 |
10.71 |
28 |
17.03 |
53 |
15.96 |
28 |
16.66 |
24 |
14.63 |
|
77 |
23.19 |
32 |
19.04 |
50 |
30.48 |
|
81 |
24.39 |
48 |
28.57 |
36 |
21.95 |
|
5 or more times a week |
37 |
11.14 |
27 |
16.07 |
8 |
4.87 |
|
|
|
|
|
|
|
Total |
332 |
100.0 |
168 |
100.0 |
164 |
100.0 |
|
|
|
|
|
|
|
The results show that the highest weekly |
is the smallest number of participants who exercise 5 |
frequency of exercising is 3 to 4 times, and that there |
or more times during a week. Analyzing the |
20 |
|
EQOL Journal (2018) 10(1):
participation of the sexes, it is evident that the biggest number of male adolescents exercise 3 to 4 times a week, whereas female adolescents most often exercise 1 to 2 times a week. The percentage of high school seniors who exercise rarely or never is higher with females than with males.
What is more, in the research conducted using nonparametric
Table 2. Gender differences between male and female adolescents in the frequency of in participating physical exercise
|
Sum of Ranks |
|
|
|
Item |
Male adolescents |
Female adolescents |
U |
Z |
|
|
|
|
|
How often do you exercise? |
17469.00 |
24726.00 |
6475.03 |
|
|
|
|
|
|
Legend: *** – p<0.01 |
|
|
|
|
As expected, the results of the two independent samples indicate that there is a statistically significant difference between male and female adolescents in participating in physical activities (p<0.01).
Below, the basic descriptive parameters, arithmetic mean (M), standard deviation (SD), The
Table 3. Descriptive parameters of the motives for physical exercising
|
|
Total |
Male |
Female |
|
|
|
|
|
|
adolescents |
adolescents |
|
|
|
|
|
|
|
|
|
|
|
|
||
Subscale |
|
M±SD |
M±SD |
M±SD |
|
Sk |
Ku |
|
|
|
|
|
|
|
|
||
Socializing |
2.31±1.38 |
2.81±1.29 |
2.05±1.46 |
0.17 |
0.65 |
0.805 |
||
Appearance |
3.63±2.01 |
3.32±1.12 |
4.02±1.20 |
0.29 |
1.079 |
|||
Challenge |
3.05±1.27 |
3.54±1.22 |
2.96±1.32 |
0.32 |
0.768 |
|||
Competition |
2.17±1.46 |
2.90±1.54 |
1.73±1.29 |
0.58 |
1.280 |
|||
Enjoyment |
3.26±1.28 |
3.83±1.18 |
3.35±1.42 |
0.877 |
||||
Prevention of health problems |
3.58±1.33 |
2.92±1.35 |
3.42±1.31 |
0.886 |
||||
Agility |
3.40±1.12 |
3.36±1.22 |
4.08±1.07 |
0.159 |
||||
Maintaining and improving health |
4.25±1.07 |
4.02±1.11 |
4.15±1.08 |
0.29 |
0.802 |
|||
Organism regeneration |
4.19±1.05 |
4.10±1.05 |
4.12±1.01 |
2.58 |
1.89 |
1.075 |
||
Peer pressure |
0.92±1.17 |
0.09±0.83 |
0.56±0.93 |
0.77 |
1.12 |
0.748 |
||
Social recognition |
1.56±1.22 |
2.03±1.35 |
1.23±1.12 |
8.87 |
1.281 |
|||
Strength and perseverance |
3.72±1.20 |
3.94±1.06 |
3.92±1.23 |
0.878 |
||||
Stress management |
3.36±1.52 |
3.42±1.20 |
3.35±1.25 |
0.83 |
0.833 |
|||
Body mass control |
2.95±1.50 |
2.73±1.42 |
2.96±1.50 |
0.18 |
0.156 |
|||
|
|
|
|
|
|
|||
Data from |
(Gaussian) |
distribution, |
which |
points |
to the |
|||
the result distribution of the questionnaires does not |
appropriateness of the measuring instrument. |
|
||||||
deviate statistically significantly |
from the normal |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
21 |
EQOL Journal (2018) 10(1):
Reviewing the table, we can notice that the participants believe that the most important motives for the participation in physical activities are Maintaining and improving health and Organism regeneration, while the importance of the motive of Peer pressure is minimal. On the one hand, the response analysis on the level of individual items has shown that the male adolescents consider Strength and perseverance and Organism regeneration most important incentives for participation in physical activity, whereas they give Peer pressure minimal importance. On the other hand, female adolescents
believe that the most important motive for participation in physical activity is Maintaining and
improving health, Agility and Organism regeneration, whereas they too give the motive of Peer pressure minimal importance.
With the goal of examining the difference of participation in physical activity between male and female adolescents on the depression, anxiety and stress scales, arithmetic mean (M), standard deviation (SD) and parametric Student’s
Table 4. Gender differences between arithmetic mean of male and female adolescents on the
|
Item |
Male adolescents |
Female adolescents |
|
|
|
|
|
|
|
M±SD |
M±SD |
t |
|
|
|
|||
|
|
|
|
|
Stress |
4.92±4.47 |
5.86±4.56 |
||
Anxiety |
2.81±3.27 |
3.48±3.30 |
||
Depression |
4.03±4.35 |
4.53±4.64 |
Legend: *– p<0.01; ** – p<0.05
The measured quantitative data show that, in regard to sex, there is a statistically significant intergroup difference in
With the intention of examining the differences of the items of the
22
EQOL Journal (2018) 10(1):
Table 5. The differences in
“How often do you exercise or |
Rarely or never |
Three or more times a week |
|
|
take part in sport?” |
|
|
|
|
M±SD |
M±SD |
t |
||
extreme groups |
||||
|
|
|
||
Stress |
6.03±4.58 |
5.12±4.23 |
1.37 |
|
Anxiety |
2.96±3.61 |
2.17±3.28 |
1.05 |
|
Depression |
4.68±4.54 |
3.01±3.63 |
2.27* |
|
|
|
|
|
On the other hand, the results of the parametric Student’s t test presented in Table 6 bring forward, with the significance of the risk lower that 5%, the fact that there is no statistically significant difference between arithmetic means in the categorical variables
of the items of
Table 6. The differences in
‘How often do you |
Never |
Three or more times a week |
|
|
|
|
|
exercise?” |
M±SD |
M±SD |
t |
|
|||
|
|
|
|
Stress |
6.82±4.54 |
6.23±4.86 |
0.75 |
Anxiety |
3.96±3.38 |
3.34±3.12 |
0.43 |
Depression |
5.03±4.85 |
4.36±4.47 |
0.56 |
|
|
|
|
Discussion
As expected, the results of the applied analyses have shown that the motive for maintaining and improving health is typical, for which male and female adolescents partake in physical activity. Also, as anticipated, it proved that, compared to female adolescents, male adolescents spend most of their free time participating in physical activities. Furthermore, in the male subsample, it is noted that they participate in physical activity mostly
Many researches have dealt with examining physical activities and motives for participating in them. The research done by Engelberg et al. (2016) and Vasankari & Hankonen (2016) as well as determined that, while planning physical activities, male adolescents express more perseverance, belief in their own success and need less incentives than female adolescents do for participating in physical
activities. The results of the research done by Williams & Yeo (2016) have shown that the psychological factors of
In this research, male adolescents
23
EQOL Journal (2018) 10(1):
al. (2016) put forward the fact that, for participating in physical activities, the motive of enjoyment is more dominant with male than with female adolescents.
The descriptive data of this study also point to the relevant differences between the arithmetic means of the motive of competition, where male adolescents express higher estimates than female adolescents. Furthermore, the motivation for participating in physical activities is slightly higher with male than with female participants, which is in accordance with their higher results in the frequency of physical exercising. It is interesting that, with both sexes, the external motives such as: peer pressure, social recognition and competition take last place, whereas the motives: body mass control, physical appearance, stress and maintaining and improving health are more present with female than with male adolescents.
In the research done by Sebire et al. (2016), it has been established that, during exercising, male adolescent is statistically more motivated by enjoyment than female adolescents are, whereas female adolescents are statistically more motivated by agility and body mass control. Examining gender differences in the motivation for participating in physical activities, Morgan et al. (2016) also confirm that when it comes to physical activity, female participants are more emotionally incited by body mass control, physical appearance, stress management, competition and maintaining and improving health, and male participants are motivated by socializing, social recognition and
Regular physical activity of female participants causes weight loss, better body perception and more confidence, which will further motivate them to persevere in physical activity, as it is stated in the study carried out by
24
appearance, that is the motive of strength and perseverance, is important to males as well, but they primarily aim at gaining muscle mass while with females, the main motive is mostly weight loss, as the research shows (Rachel, Marika, & Levina, 2016).
In our research, apart from the motive of physical appearance and weight loss, the important differences between arithmetic means are established for the motive of competition. The research finding suggests that female adolescents are, due to school obligations, used to a sedentary lifestyle but are aware that sitting for long periods at school and home does not affect their health positively. That is why physical activity makes action easier. Seeing how female participants are less motivated by
The female participants in this research cite lack of time, laziness, lack of habit, fatigue from other responsibilities and health reasons as obstacles to participating in physical activities, while male adolescent, in addition to lack of time, mention burden of responsibilities and disinterest. The findings of this research are in accordance with the study by Cox (2005).
Overview of the empirical results of our research indicates that there is statistically significant difference between sexes on the stress and anxiety variable, showing that they were more present with female than with male adolescents. Research findings also show that on the items of the
differences between arithmetic means of the motive |
scores on the depression anxiety and stress scale. |
||||||||||||||||||||||||
of stress management, we can see that female |
Furthermore, in regard to gender, the existence of |
||||||||||||||||||||||||
adolescents exhibit lower results. That is why it is |
statistically significant difference in the physical |
||||||||||||||||||||||||
expected that the female subsample does not |
activity participation motivation was determined: |
||||||||||||||||||||||||
participate in physical activity with the same intensity |
with the participants of both genders, the common |
||||||||||||||||||||||||
and for the same reasons male adolescents do. At the |
dominating motives were maintaining and improving |
||||||||||||||||||||||||
same time, some other activities of female |
health and organism reinvigoration, where male high |
||||||||||||||||||||||||
participants also reduce the symptoms of stress more |
school seniors found the motives of strength and |
||||||||||||||||||||||||
than physical activity, that is, they are not the result |
perseverance in physical activity participation most |
||||||||||||||||||||||||
of accidental result variation around the common |
important, and female adolescents found agility to be |
||||||||||||||||||||||||
arithmetic mean but are created in the female |
the most important. It was confirmed that male |
||||||||||||||||||||||||
adolescent population. |
|
|
|
|
|
|
|
|
adolescents, who more often take apart in physical |
||||||||||||||||
Even |
though |
the |
satisfactory |
|
psychometric |
activities, |
manifest |
relatively lower |
scores |
on |
the |
||||||||||||||
|
depression |
|
scale |
when |
compared |
to |
female |
||||||||||||||||||
characteristics |
of |
the |
measuring |
instruments |
used |
|
|||||||||||||||||||
adolescents, |
while |
|
no |
statistically |
significant |
||||||||||||||||||||
were |
evaluated |
in |
this |
transversal |
study, |
it is |
|
||||||||||||||||||
difference in any dimension was found on the anxiety |
|||||||||||||||||||||||||
important to mention couple of methodological flaws |
|||||||||||||||||||||||||
and stress scale. |
|
|
|
|
|
|
|
|
|||||||||||||||||
that would be useful to bear in mind during future |
|
|
|
|
|
|
|
|
|||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|||||||||||||||
researches. The first limitation concerns the used |
References |
|
|
|
|
|
|
|
|
|
|||||||||||||||
measuring instruments which were based on self- |
|
|
|
|
|
|
|
|
|
||||||||||||||||
assessment. The second limitation concerns the |
|
|
|
|
|
|
|
|
|
|
|
||||||||||||||
variability |
measures |
and |
testing |
methods |
of |
self- |
Abasi, M. H., Eslami, A. A., Rakhshani, F., & Shiri, M. |
||||||||||||||||||
assessing the differences between the two arithmetic |
(2016). A |
||||||||||||||||||||||||
time physical activity: Psychometric properties among |
|||||||||||||||||||||||||
means which did not give clear answer on causal |
|||||||||||||||||||||||||
Iranian male adolescents. Iranian Journal of Nursing |
|||||||||||||||||||||||||
relationship between the analyzed variables. Despite |
|||||||||||||||||||||||||
Research, 21(1), |
|
|
|
|
|
|
|||||||||||||||||||
the |
mentioned |
methodological |
limitations, |
his |
Baumeister, S. E., Leitzmann, M. F., Bahls, M., Dörr, M., |
||||||||||||||||||||
research has theoretical and practical value. |
|
|
Schmid, D., Schomerus, G., Appel, K., ... & Grabe, H. |
||||||||||||||||||||||
|
|
J. (2017). Associations of |
|||||||||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||||||||||
In the future longitudinal research, the sample of |
physical activity and cardiorespiratory fitness with |
||||||||||||||||||||||||
participants should include all phases of adolescence, |
incident |
and recurrent |
major |
depressive |
disorder, |
||||||||||||||||||||
depressive symptoms, and incident anxiety in a general |
|||||||||||||||||||||||||
where all the significant differences in motivation and |
|||||||||||||||||||||||||
population. Journal of Clinical Psychiatry, 78(1), 41– |
|||||||||||||||||||||||||
frequency of participation in physical exercising |
|||||||||||||||||||||||||
47. |
|
|
|
|
|
|
|
|
|
|
|||||||||||||||
would be |
examined. One |
should |
also take |
into |
Begić D. (2011). Psihopatologija, 3. izdanje |
||||||||||||||||||||
account personal, group cognitive and social factors |
[Psychopathology]. Zagreb: Medicinska naklada. |
|
|||||||||||||||||||||||
Bogdan, A., & Babačić, D. (2015). Intrizična i ekstrinzična |
|||||||||||||||||||||||||
which influence participation in physical activity in |
|||||||||||||||||||||||||
motivacija za sport i vježbanje u funkciji dobi [Internal |
|||||||||||||||||||||||||
adolescent population. |
|
|
|
|
|
|
|
|
and external motivation for sport and sports activity |
||||||||||||||||
The application of foreign measuring instruments |
depending on age group]. Zbornik |
radova |
|||||||||||||||||||||||
Međimurskog veleučilišta u Čakovcu, 6(2), |
|
||||||||||||||||||||||||
(Adolescents’ |
physical |
|
activity |
|
participation |
Bungić, M., & Barić, R. (2009). Tjelesno vježbanje i neki |
|||||||||||||||||||
motivation questionnaire and the depression anxiety |
aspekti |
psihološkog |
zdravlja |
[Physical |
activityand |
||||||||||||||||||||
some |
aspects |
of |
mental |
health]. |
Hrvatski |
||||||||||||||||||||
and |
stress |
scale) |
|
has |
shown |
good |
metric |
||||||||||||||||||
|
Športskomedicinski vjesnik, 24(2), |
|
|
|
|||||||||||||||||||||
characteristics, which points to their use with Serbian |
|
|
|
||||||||||||||||||||||
Bursnall, P. (2016). The relationship between physical |
|||||||||||||||||||||||||
population. The research findings have confirmed the |
activity and depressive symptoms in adolescents: A |
||||||||||||||||||||||||
research |
hypothesis |
|
that |
there |
|
is |
statistically |
systematic |
review. Worldviews on |
||||||||||||||||
|
|
Nursing, 11(6), |
|
|
|
|
|
|
|||||||||||||||||
significant |
difference |
in |
the |
frequency of |
physical |
|
|
|
|
|
|
||||||||||||||
Cetinić, I., Gavranić, D., Hudorović, N., Tomić, M., & |
|||||||||||||||||||||||||
activity participation in favor of male adolescents, |
|||||||||||||||||||||||||
Validžić, A. (2014). Stupanj stresa kod studenata |
|||||||||||||||||||||||||
therefore the participants who more frequently take |
sestrinstva - Sveučilište u Dubrovniku [The degree of |
||||||||||||||||||||||||
part in physical activity will achieve relevantly lower |
stress amongst nursing |
students |
- University |
of |
|||||||||||||||||||||
Dubrovnik]. Sestrinski glasnik, 19(1), |
|
|
|||||||||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
25
EQOL Journal (2018) 10(1):
Chomistek, A. K.,
Cox, R. A. (2005). Psihologija sporta. Koncepti i primjene [Sports psychology]. Jastrebarsko: Naklada Slap.
Crnković, D. (2017). Anksioznost i kako ju liječiti [Anxiety and How to Healit]. Psihijatrija danas, 26(2),
Eli, P., Prather, A. A., Epel, E. S., Sheila, L., Adler, N. E., Barbara, L., & Tomiyama, A. J. (2016). Exercise mitigates cumulative associations between stress and BMI in girls age 10 to 19. Health Psychology, 35(2), 191– 194.
Engelberg, J. K., Carlson, J. A., Conway, T. L., Cain, K. L., Saelens, B. E., Glanz, K., Frank, L. D., & Sallis, J. F. (2016). Dog walking among adolescents: Correlates and contribution to physical activity. Preventive Medicine, 82(1),
Greblo, Z., Pedišić, Ž., & Jurakić, D. (2008). Relationship between exercise frequency and
Hadžikadunić, A., Turković, S., & Tabaković, M. (2013). Teorija sporta sa osnovama tjelesnih aktivnosti specijalne namjene [Theory of sports and the basics of special purposes physical activity]. Sarajevo: Univerzitet u Sarajevu, Fakultet sporta i tjelesnog odgoja.
Horton, P. (2011). School bullying and social and moral orders. Children & Society, 25,
Hynynen, S. T., Stralen, M. M., Sniehotta, F. F., Araújo- Soares, V, Hardeman, W., Chinapaw, M. J. M., Vasankari, T., & Hankonen, N. (2016). A systematic review of
Jovanović, V.,
Kaplan, P. S. (2004). Adolescence. Boston, New York: Houghton Mifflin Company.
26
Lang, C., Kalak, N., Brand, S.,
Lenz, V., Vinković, M., & Degmečić, D. (2016). Pojavnost depresije, anksioznosti i fobija u studentskoj populaciji Medicinskog i Pravnog fakulteta u Osijeku. Socijalna psihijatrija, 44(2),
Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety stress scales. (2nd Ed). Sydney: Psychology Foundation.
Ljubić, O., & Babić, D. Anksioznost studenata fakulteta zdravstvenih studija u mostaru prije i nakon ispita. Zdravstveni glasnik 3(1),
Markland, D., & Ingledew, D. K. (1997). The measurement of exercise motives: Factorial validity and invariance across gender of a revised Exercise Motivations Inventory. British Journal of Health Psychology, 2,
Mathew, C. G. (2017). Exercise as a Stress Coping Mechanism in a Pharmacy Student Population. American Journal of Pharmaceutical Education, 81(3),
McMahon, E. M., Corcoran, P., O’Regan, G., Keeley, H., Cannon, M., Carli, V., … Wasserman, C. (2017). Physical activity in European adolescents and associations with anxiety, depression and
McPhie, M. L., & Rawana, J. S (2015) The effect of physical activity on depression in adolescence and emerging adulthood: a
Meyer, J. D., Soenens, B., Vansteenkiste, M., Aelterman, N., Petegem, S. V., & Haerens, L. (2016). Do students with different motives for physical education respond differently to
Mišević, M. (2007). Simptomi anksioznosti i depresivnosti kod osnovnoškolske djece [Symptoms of anxiety and depression within primary school pupils]. Unpublished master thesis. Zagreb: Sveučilište u Zagrebu, Filozofski fakultet, Odsjek za psihologiju.
Morgan, P. J., Young, M. D., Smith, J. J., & Lubans, D. R. (2016). Targeted Health Behavior Interventions Promoting Physical Activity: A Conceptual Model. Exercise & Sport Sciences Reviews, 44(2),
Novović, Z. (2006). Veza između depresije i anksioznih stanja - jedan, dva ili tri poremećaja [The relationship between depression and anxiety – one, two or three disorders]. Beograd. Zadužbina Andrejević.
Novović, Z., & Biro, M. (2009). Procena simptoma depresivnosti [Psychometric characteristics of the beck depression inventory on a Serbian student sample]. In M. Biro, S. Smederevac, & Z. Novović (Ur.), Procena psiholoških i psihopatoloških fenomena (pp.
EQOL Journal (2018) 10(1):
Owen, K. B.,
Parker, A. G., Hetrick, S. E., Jorm, A. F., Mackinnon, A. J., McGorry, P. D., Yung, A. R., … & Purcell, R. (2016). The effectiveness of simple psychological and physical activity interventions for high prevalence mental health problems in young people: A factorial randomised controlled trial. Journal of Affective Disorders, 196(15),
Rachel, A., Marika, T., & Levina, C. (2016). Predictors and
Randall, D., Thomas, M., Whiting, D., & McGrath, A.
(2017). Depression Anxiety Stress Scales
Renjak, K. (2016). Povezanost
Rukavina, M., &
Sebire, S. J., Kesten, J. M., Edwards, M. J., May, T., Banfield, K., Blair, P. S., … Jago, R. (2016). Using
Sibley, B. A., & Bergman, S. M. (2016). Relationships Among Goal Contents, Exercise Motivations, Physical Activity, and Aerobic Fitness in University Physical Education Courses. Percept and Motor Skills, 122(2),
Stallard, P. (2010). Misli dobro, osjećaj se dobro: kognitivno - bihevioralna terapija u radu s djecom I mladim ljudima. Jastrebarsko: Naklada Slap.
Šepić, N., &
Šimunić, V., & Barić, R. (2011). Motivacija za vježbanje povremenih rekreativnih vježbača: spolne razlike [Exercise motivation of periodically active recreational sport participants: gender differences]. Hrvatski Športskomedicinski Vjesnik, 26(1),
Vasankari, T., & Hankonen, N. (2016). A systematic review of
Vina, J.,
Vlašić, J., Barić, R., Oreb, G., & Kasović, M. (2002). Exercise motives in middle aged and elderly population. Zagreb: Faculty of kinesiology, University of Zagreb.
Wenar, C., (2002). Razvojna psihopatologija i psihijatrija: od dječje dobi do adolescencije. Jastrebarsko: Naklada Slap.
Williams, W. M., & Yeo, S. Y. (2016). Is Attitude a Key Factor to Consider When Designing Physical Activity Interventions for Black Adolescent Girls. A Review. Journal of Black Psychology, 42(1),
Wu, S.,
How to cite this article:
|
Ivanović, M., & Ivanović, U. (2018). Gender differences during |
|
APA: |
adolescence in the motives for physical exercise, depression, |
|
anxiety and stress. Exercise and Quality of Life, 10(1), |
||
|
||
|
doi:10.31382/eqol.180602 |
|
|
Ivanović, Miroljub and Uglješa Ivanović. "Gender differences |
|
MLA: |
during adolescence in the motives for physical exercise, |
|
depression, anxiety and stress." Exercise and Quality of Life 10.1 |
||
|
||
|
(2018): |
|
|
Ivanović, Miroljub, and Uglješa Ivanović. "Gender differences |
|
Chicago: |
during adolescence in the motives for physical exercise, |
|
depression, anxiety and stress." Exercise and Quality of Life 10, no. |
||
|
||
|
1 (2018): |
|
|
27 |