Publication: Percepción de apoyo a la autonomía y de las estrategias motivacionales del docente, la satisfacción de las necesidades psicológicas básicas, miedo al fallo, motivación e inteligencia emocional de los estudiantes de secundaria en las clases de Educación Física
Authors
Gómez Vázquez, Sebastián
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Escuela Internacional de Doctorado
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Granero Gallegos, Antonio ; Abraldes Valeiras, José Arturo ; Gómez López, Manuel
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Una de las claves para fomentar un estilo de vida saludable entre los adolescentes es la asignatura de Educación Física. Esta materia desempeña un papel fundamental en la adopción de hábitos deportivos sostenibles, el bienestar y otras conductas saludables en los estudiantes. En este proceso, la labor del profesor resulta esencial, ya que su capacidad para crear entornos de aprendizaje motivadores e inclusivos influye directamente en la participación de los alumnos. Un ambiente de clase adecuado puede potenciar la implicación de los estudiantes y favorecer su adhesión a la práctica de actividades deportivas fuera del horario escolar.
De ahí que los objetivos planteados en la presente investigación fueron los siguientes:
Obj.1: Analizar las estrategias motivacionales utilizadas por los docentes de Educación Física y como estas se relacionan con la percepción de las necesidades psicológicas básicas y las causas aversivas del miedo al fallo de los estudiantes de secundaria en sus clases de Educación Física y, averiguar las diferencias existentes en función del sexo y de la práctica deportiva extraescolar.
Obj.2: Estudiar las diferencias en la percepción del apoyo a la autonomía por parte del docente, motivación e inteligencia emocional en las clases de Educación Física, en función del sexo y la edad de los estudiantes de secundaria.
Obj.3: Conocer el efecto del clima motivacional en el miedo al fallo de los estudiantes de secundaria en las clases de Educación Física, con la mediación de las necesidades psicológicas básicas, la motivación autodeterminada y la inteligencia emocional.
El diseño de investigación fue no experimental, observacional, descriptivo y transversal y la selección de la muestra fue por conveniencia, según las personas a los que se pudo acceder. Participaron un total de 1069 estudiantes pertenecientes a varios centros educativos públicos de secundaria, localizados en entorno urbano y rural de la Región de Murcia y con edades comprendidas entre los 12 y 18 años.
Se elaboró y administró un cuestionario con las siguientes escalas, todas ellas validadas al español en este contexto educativo: Basic Psychological Needs in Exercise Scale (Moreno et al., 2008), Cuestionario de medida de las estrategias motivacionales en las clases de educación física (Cervelló et al., 2007), Performance Failure Appraisal Inventory (Moreno-Murcia et al., 2013), Sport Motivation Scale-II (Granero-Gallegos et al., 2018), Trait Meta-Mood Scale (Fernández-Berrocal et al., 2004) y Learning Climate Questionnaire (Granero-Gallegos et al., 2014).
Se han llevado a cabo diferentes tipos de análisis estadísticos en respuesta a cada uno de los objetivos (análisis descriptivos y de correlaciones, análisis multivariante (MANOVA) y un modelo SEM (path-analysis) con AMOS v.29).
Las conclusiones obtenidas a partir de los resultados fueron las siguientes:
Obj.1: Un clima maestría, favorece la satisfacción de las tres necesidades psicológicas básicas. Los chicos tienen una mayor percepción del uso de estrategias motivacionales de rendimiento, poseen mayor satisfacción de las necesidades psicológicas básicas y un menor miedo al fallo. Una mayor práctica deportiva extraescolar supone una mayor percepción de estrategias motivacionales de rendimiento y a su vez, menores valores de miedo al fallo y mayor satisfacción de las necesidades psicológicas básicas.
Obj.2: Existe una relación positiva entre el apoyo a la autonomía y todas las dimensiones de la motivación, así como de la regulación emocional. Las chicas tuvieron los valores más bajos de motivación autodeterminada, menor claridad y reparación emocional, y una mayor necesidad de atención emocional. Los más jóvenes tienen una mayor motivación extrínseca y una menor dependencia de la atención emocional.
Obj.3: Un clima maestría reduce el miedo al fallo de los estudiantes a través de la motivación intrínseca, la satisfacción de las necesidades psicológicas básicas y la claridad emocional.
One of the key factors in promoting a healthy lifestyle among adolescents is the subject of Physical Education. This subject plays a fundamental role in fostering sustainable sports habits, well-being, and other healthy behaviors in students. In this process, the role of the teacher is essential, as their ability to create motivating and inclusive learning environments directly influences student participation. A well-structured class setting can enhance student engagement and encourage adherence to extracurricular sports activities. Thus, the objectives of this research were as follows: • Obj.1: Analyze the motivational strategies used by Physical Education teachers and how these relate to students' perception of basic psychological needs and the aversive causes of fear of failure in secondary school Physical Education classes, while also examining differences based on gender and extracurricular sports participation. • Obj.2: Study the differences in students’ perception of teacher support for autonomy, motivation, and emotional intelligence in Physical Education classes, based on gender and age. • Obj.3: Examine the effect of the motivational climate on students' fear of failure in Physical Education classes, considering the mediation of basic psychological needs, self-determined motivation, and emotional intelligence. The research design was non-experimental, observational, descriptive, and cross-sectional, with a convenience sampling approach based on available participants. A total of 1,069 students from various public secondary schools, located in both urban and rural areas of the Region of Murcia, participated in the study. The students were between 12 and 18 years old. A questionnaire was developed and administered, incorporating the following validated scales adapted to Spanish in this educational context: Basic Psychological Needs in Exercise Scale (Moreno et al., 2008), Questionnaire on Motivational Strategies in Physical Education Classes (Cervelló et al., 2007), Performance Failure Appraisal Inventory (Moreno-Murcia et al., 2013), Sport Motivation Scale-II (Granero-Gallegos et al., 2018), Trait Meta-Mood Scale (Fernández-Berrocal et al., 2004) and Learning Climate Questionnaire (Granero-Gallegos et al., 2014). Different types of statistical analyses were conducted to address each objective, including descriptive and correlation analyses, multivariate analysis (MANOVA), and a structural equation model (SEM) (path analysis) using AMOS v.29. Conclusions: • Obj.1: A mastery climate promotes the satisfaction of the three basic psychological needs. Boys perceive a greater use of performance motivational strategies, report higher satisfaction of basic psychological needs, and exhibit a lower fear of failure. Greater participation in extracurricular sports is associated with a higher perception of performance motivational strategies, lower fear of failure, and greater satisfaction of basic psychological needs. • Obj.2: There is a positive relationship between support for autonomy and all dimensions of motivation, as well as emotional regulation. Girls showed lower levels of self-determined motivation, less emotional clarity and repair, and a greater need for emotional attention. Younger students demonstrated higher extrinsic motivation and less dependence on emotional attention. • Obj.3: A mastery climate reduces students' fear of failure through intrinsic motivation, satisfaction of basic psychological needs, and emotional clarity.
One of the key factors in promoting a healthy lifestyle among adolescents is the subject of Physical Education. This subject plays a fundamental role in fostering sustainable sports habits, well-being, and other healthy behaviors in students. In this process, the role of the teacher is essential, as their ability to create motivating and inclusive learning environments directly influences student participation. A well-structured class setting can enhance student engagement and encourage adherence to extracurricular sports activities. Thus, the objectives of this research were as follows: • Obj.1: Analyze the motivational strategies used by Physical Education teachers and how these relate to students' perception of basic psychological needs and the aversive causes of fear of failure in secondary school Physical Education classes, while also examining differences based on gender and extracurricular sports participation. • Obj.2: Study the differences in students’ perception of teacher support for autonomy, motivation, and emotional intelligence in Physical Education classes, based on gender and age. • Obj.3: Examine the effect of the motivational climate on students' fear of failure in Physical Education classes, considering the mediation of basic psychological needs, self-determined motivation, and emotional intelligence. The research design was non-experimental, observational, descriptive, and cross-sectional, with a convenience sampling approach based on available participants. A total of 1,069 students from various public secondary schools, located in both urban and rural areas of the Region of Murcia, participated in the study. The students were between 12 and 18 years old. A questionnaire was developed and administered, incorporating the following validated scales adapted to Spanish in this educational context: Basic Psychological Needs in Exercise Scale (Moreno et al., 2008), Questionnaire on Motivational Strategies in Physical Education Classes (Cervelló et al., 2007), Performance Failure Appraisal Inventory (Moreno-Murcia et al., 2013), Sport Motivation Scale-II (Granero-Gallegos et al., 2018), Trait Meta-Mood Scale (Fernández-Berrocal et al., 2004) and Learning Climate Questionnaire (Granero-Gallegos et al., 2014). Different types of statistical analyses were conducted to address each objective, including descriptive and correlation analyses, multivariate analysis (MANOVA), and a structural equation model (SEM) (path analysis) using AMOS v.29. Conclusions: • Obj.1: A mastery climate promotes the satisfaction of the three basic psychological needs. Boys perceive a greater use of performance motivational strategies, report higher satisfaction of basic psychological needs, and exhibit a lower fear of failure. Greater participation in extracurricular sports is associated with a higher perception of performance motivational strategies, lower fear of failure, and greater satisfaction of basic psychological needs. • Obj.2: There is a positive relationship between support for autonomy and all dimensions of motivation, as well as emotional regulation. Girls showed lower levels of self-determined motivation, less emotional clarity and repair, and a greater need for emotional attention. Younger students demonstrated higher extrinsic motivation and less dependence on emotional attention. • Obj.3: A mastery climate reduces students' fear of failure through intrinsic motivation, satisfaction of basic psychological needs, and emotional clarity.
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