Metas sociales, necesidades psicológicas básicas y motivación intrínseca como predictores de la percepción del esfuerzo en las clases de educación física
The purpose of this study was to examine the predictive power of social goals, basic psychological needs and intrinsic motivation on the perception of effort. A sample of 558 students, 297 girls and 261 boys, aged between 12 and 16 years, participated in the study. The students completed the Spanish...
| Autores: | , , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2012 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | español |
| OAI Identifier: | oai:ddd.uab.cat:105907 |
| Acesso em linha: | https://ddd.uab.cat/record/105907 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teoria de l'autodeterminació Motivació Responsabilitat Devoció Educació física Self-determination theory Motivation Responsibility Devotion Physical education |
| Resumo: | The purpose of this study was to examine the predictive power of social goals, basic psychological needs and intrinsic motivation on the perception of effort. A sample of 558 students, 297 girls and 261 boys, aged between 12 and 16 years, participated in the study. The students completed the Spanish versions of the Social Goal Scale-Physical Education (SGS-PE), the Basic Psychological Needs in Exercise Scale (BPNES) adapted to physical education, the intrinsic motivation subscale of the Perceived Locus of Causality Scale (PLOC) and the effort subscale of the Intrinsic Motivation Inventory (IMI). Multiple linear regression showed that social responsibility goals, perception of competence and autonomy positively predicted effort in physical education classes. These results show the importance for teachers to use strategies that promote responsibility, perception of competence and autonomy of the pupil, in order to achieve improvements in the effort made by pupils in physical education classes. |
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