scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

scholarly journals Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

2021 ◽  
Vol 14 (28) ◽  
pp. 19-27
Author(s):  
Lidia Hernández-Andreo ◽  
Manuel Gómez-López ◽  
Alberto Gómez-Marmol ◽  
Antonio Joaquín García-Vélez ◽  
Bernardino Javier Sánchez-Alcaraz
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Social Relationships ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Implicit Beliefs ◽  
Secondary Stage ◽  
Incremental Belief ◽  
Gender Based ◽  
Entity Belief

El objetivo de este estudio fue analizar la relación entre el desarrollo de las necesidades psicológicas básicas y las creencias implícitas de habilidad en alumnado de Educación Secundaria. La muestra estuvo formada por un total de 97 estudiantes de Educación Secundaria, con edades comprendidas entre los 13 y los 15 años (edad media = 13.32 ± 0.62 años) a los que se les aplicaron los cuestionarios de apoyo a las necesidades psicológicas básicas y creencias implícitas sobre la habilidad en sus clases de Educación Física. Los resultados no encontraron diferencias significativas en las variables de necesidades psicológicas básicas y de creencias implícitas de habilidad en función del género de los estudiantes. Por otro lado, la creencia de entidad correlacionó positivamente con el apoyo a las relaciones sociales, mientras que la creencia incremental correlacionó positivamente con el apoyo a la competencia y las relaciones sociales. Estos resultados pueden servir de referencia a profesores de Educación Física a la hora de establecer estrategias en función del género que favorezcan la satisfacción de las necesidades psicológicas básicas de sus estudiantes.AbstractThe aim of this study was to know the levels of basic psychological needs, and implicit beliefs of ability in secondary stage students. The sample was made up of a total of 97 students of Secondary Education, with ages between 13 and 15 (mean age = 13.32 ± 0.62 years) to whom the questionnaires to support basic psychological needs and ability beliefs were applied in Physical Education lessons. The results found no significant differences in the variables of basic psychological needs and implicit beliefs of ability based on the gender of the students. On the other hand, entity belief positively correlated with support for social relationships, while incremental belief positively correlated with support for competition and social relationships. These results can serve as a reference for physical education teachers when establishing gender-based strategies to meet the basic psychological needs of their students.

Active Learning and Self-Determination for the Management of Differences in the Classroom

2018 ◽  
Vol 9 (1) ◽  
pp. 42-54
Author(s):  
Oliva Patrizia ◽  
Anna Maria Murdaca ◽  
Assunta Penna
Keyword(s):  
Active Learning ◽  
Students With Disabilities ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Traditional Teaching ◽  
Typical Development ◽  
Level Of Satisfaction ◽  
Traditional Teaching Methods ◽  
The Impact

The contexts of active learning, be they cooperative or flipped, are considered environments in which effective forms of learning are developed and students report greater satisfaction of basic psychological needs, intrinsic motivation, and interest in the subjects studied compared to the peers included in classes with traditional teaching methods. The aim of this study is to investigate whether there are differences between students with disabilities and without any pathology, included in active learning contexts, in the level of satisfaction of basic psychological needs, in the perception of skills, in the perception of the classroom climate and in the motivation to learn. 100 students (age: M = 16.99; DS = 1.808), 33 with disabilities and 67 students with typical development were involved. The results confirmed, in addition to the impact of individual factors in the motivation to study (psychological needs and perception of skills), a significant relationship also emerged with the classroom climate, with the teaching strategies of active learning and functional and self-determined levels of motivation to study.

scholarly journals Implementation of a Model-Based Programme to Promote Personal and Social Responsibility and Its Effects on Motivation, Prosocial Behaviours, Violence and Classroom Climate in Primary and Secondary Education

2019 ◽  
Vol 16 (21) ◽  
pp. 4259 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Social Responsibility ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Teaching Methodology ◽  
Mixed Method Research ◽  
Personal And Social Responsibility ◽  
Prosocial Behaviours ◽  
Experimental Group

The present study aimed to apply a programme based on Hellison’s Teaching Personal and Social Responsibility model (TPSR), traditionally used in Physical Education, to other school subjects and analyse aspects related to motivation and satisfaction of basic psychological needs among other variables. The programme was applied for 7 months during one academic year, all students receiving at least 60% of the lessons through this teaching methodology. A mixed method research methodology and quasiexperimental design was implemented in three schools (two primary, one secondary), with a total of 29 teachers and 272 students (45 control, 227 experimental group) involved. The students completed a questionnaire before and after the study and the teachers underwent semi-structured interviews at the end of the intervention. The results indicated improvements for the experimental group in personal and social responsibility, the psychological mediator index, the self-determination index, prosocial behaviours and teacher climate, as well as a reduction in amotivation and antisocial behaviours. The results were similar for primary and secondary school. The interviews yielded positive opinions and showed suitability of the method to be applied in the rest of subjects. It is concluded that TPSR can be an appropriate methodology to be implemented in the different curriculum subjects to improve basic psychological need satisfaction, motivation, prosocial behaviours and classroom climate.

scholarly journals Orientaciones de meta y necesidades psicológicas básicas en el desarrollo de la Expresión Corporal en educación primaria: un estudio piloto (Goal orientations and basic psychological needs in the development of Corporal Expression in primary education: a

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 256-265
Author(s):  
María Papí Monzó ◽  
Salvador García Martínez ◽  
Miguel García Jaén ◽  
Alberto Ferriz Valero
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Well Being ◽  
Goal Orientations ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
School Students ◽  
Educación Primaria ◽  
Body Expression

El objetivo del presente trabajo fue analizar el efecto de una aplicación didáctica de Expresión Corporal sobre las orientaciones de meta y las necesidades psicológicas básicas en el alumnado de primaria en las clases de Educación Física. 73 estudiantes de Educación Física (39 chicas y 34 chicos) con edades comprendidas entre los 9 y los 12 años (4ºPRI, n=24; 5ºPRI, n=23; y 6ºPRI, n = 26), pertenecientes a un colegio público de Educación Primaria de una línea participaron en este estudio. Se llevó a cabo una intervención didáctica específica para el desarrollo de la Expresión Corporal durante siete sesiones de 50 minutos, en la que se realizó apoyo a la autonomía, trabajo en grupo y creatividad del alumnado. Se evaluó el clima motivacional (POSQ) y las necesidades psicológicas básicas (BPNES) de todo el alumnado. Los resultados indican un aumento significativo del conjunto de la muestra en las variables dependientes autonomía (p < .001) y competencia (p = .021) tras la intervención. En chicas, todas las necesidades psicológicas básicas aumentaron significativamente su valor tras la intervención. No hubo efecto en el clima motivacional excepto en sexto curso de educación primaria. Por tanto, el desarrollo de la Expresión Corporal presenta una serie de beneficios para el bienestar psicológico en el alumnado, especialmente en las chicas. Abstact. The objective of this work was to analyse the effect of a didactic application of corporal expression (Body Expression) on goal orientations and basic psychological needs in primary school students in Physical Education lessons. 73 Physical Education students (39 girls and 34 boys) aged between 9 and 12 years (4th PRI, n = 24; 5th PRI, n = 23; and 6th PRI, n = 26), belonging to a one-line State school of Education Primary participated in this study. A specific didactic intervention was carried out for the development of Body Expression during seven lessons of 50 minutes, in which support was given to autonomy, teamwork and creativity of the students. The motivational climate (POSQ) and basic psychological needs (BPNES) of all the students were evaluated. The results indicate a significant increase in the entire sample in the dependent variables: autonomy (p <0.001) and competence (p = 0.021) after the intervention. In girls, all basic psychological needs increased significantly its value after the intervention. There was no effect on the motivational climate(atmosphere) except in the sixth grade of primary education. Therefore, the development of Body Expression presents a series of benefits for the psychological well-being in students, especially in girls.

scholarly journals Proyecto África “La Leyenda de Faro”: Efectos de una metodología basada en la gamificación sobre la motivación situacional respecto al contenido de expresión corporal en Educación Secundaria (Africa Project "La Leyenda de Faro": Effects of a methodology

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 567-574
Author(s):  
Mateo Real-Pérez ◽  
David Sánchez-Oliva ◽  
Carmen Padilla Moledo
Keyword(s):  
Autonomy Support ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Traditional Teaching ◽  
Education Students ◽  
African Dance ◽  
Before And After ◽  
Para Determinar ◽  
Situational Motivation

  El objetivo del siguiente estudio fue contrastar el efecto de una intervención en una unidad didáctica (UD) aplicando metodologías activas como la gamificación, en comparación con otra en la que se utilizaron estilos de enseñanza tradicionales, sobre la motivación situacional respecto a los contenidos de expresión corporal, en alumnos de 3º y 4º de Educación Secundaria Obligatoria (ESO). Para ello, utilizamos la Danza Africana como eje vertebrador en las clases en Educación Física (EF), y se analizaron comparativamente diferentes variables motivacionales teniendo en cuenta la Teoría de la Autodeterminación (TAD) en 98 alumnos (M edad=15.5; DT=.537) divididos en un grupo control (n=49) y un grupo experimental (n=49). Las mediciones se llevaron a cabo antes y después del período de intervención a lo largo de la UD a través de cuestionarios que medían el apoyo a las necesidades psicológicas básicas (CANPB), la satisfacción de las NPB (BPNES), la motivación (CMEF) y el clima motivacional (PEPS; SSI-EF) para comprobar la eficacia de la intervención. Los resultados sugieren que utilizar metodologías activas innovadoras parece mostrarse como una herramienta eficaz sobre distintas variables motivacionales del alumnado como: apoyo a la autonomía, apoyo a las relaciones sociales, autonomía, motivación intrínseca, motivación identificada y motivación externa. A pesar de ello, son necesarios más estudios para determinar significativamente la influencia de la gamificación sobre la motivación en las clases de EF.  Abstract. The objective of the following study was to contrast the effect of an intervention in a didactic unit (DU) applying active methodologies such as gamification, in comparison with another in which traditional teaching styles were used, on situational motivation regarding the corporal expression contents, in Secondary Education students. For this, we used African Dance as a reference in Physical Education (PE) classes, and were comparatively analysed different motivational variables taking into account the Self-Determination Theory (TAD) in 98 students (M age = 15.5; SD =. 537) divided into a control group (n = 49) and an experimental group (n = 49). Measurements were carried out before and after the intervention period throughout the DU through questionnaires that measured support for basic psychological needs (CANPB), satisfaction of NPBs (BPNES), motivation (CMEF) and motivational climate (PEPS; SSI-EF) to check the effectiveness of the intervention. Our results suggest that using innovative active methodologies seems to be an effective tool on different motivational variables of the students, such as: support for autonomy, support for social relationships, autonomy, intrinsic motivation, identified motivation and external motivation. Despite this, more studies are needed to determine significantly the influence of gamification on motivation in PE classes.

scholarly journals Experiencia inicial del modelo de Educación Deportiva en primero de Educación Primaria. Percepción del alumnado y del docente (Initial experience with the Sport Education model in primary school first-grade. Students and teachers’ perceptions)

Retos ◽  
2019 ◽  
pp. 203-210
Author(s):  
Diego Martínez de Ojeda ◽  
Federico Puente-Maxera ◽  
Antonio Méndez-Giménez ◽  
María Pilar Mahedero-Navarrete
Keyword(s):  
Primary School ◽  
Teacher Perceptions ◽  
First Grade ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Sport Education ◽  
Teachers Perceptions ◽  
Quasi Experimental ◽  
Education Model ◽  
Educación Primaria

A pesar de haber sido aplicado con éxito en estudiantes de diferentes edades, en la actualidad no hay constancia de investigaciones que hayan examinado el impacto del modelo de Educación Deportiva (MED) entre el alumnado de primer curso de Educación Primaria (EP). El objetivo del presente estudio fue implementar una temporada a partir del MED en un curso de primero de EP a efectos de conocer su impacto sobre las percepciones docentes y discentes respecto al propio modelo, así como sus efectos motivacionales (satisfacción de las necesidades psicológicas básicas). Esta cuestión se abordó desde una perspectiva cuantitativa y cualitativa. La muestra se compuso de 18 estudiantes (Medad = 6.61) y un docente (con una experiencia de 12 años, tres de ellos aplicando el MED), pertenecientes a un colegio ubicado en una zona rural del sureste de España. Es un estudio de caso en el que se empleó un diseño cuasi-experimental con medidas repetidas pretest-postest. La percepción discente fue captada a partir de entrevistas, cuestionarios y dibujos, mientras que la percepción docente fue recogida mediante un diario y entrevistas. Los resultados son consistentes con los de estudios previos sobre el MED entre escolares de corta edad. Se encontraron aumentos significativos en los niveles de cultura deportiva y entusiasmo. Igualmente, se observaron mejoras en las NPB. Se sugiere que el MED puede ser aplicado con éxito en primero de EP.Abstract: The Sport Education model has been widely investigated across different ages. Nevertheless, to date there is no published research that examines its impact on primary school first-grade students. The goal was to implement a Sport Education season in a first-grade class to assess students and teacher’ perceptions about the model and its motivational effects (basic psychological needs satisfaction). This question was addressed from a quantitative and qualitative perspective. The sample was composed by 18 students (Mage = 6.61) and one teacher enrolled in a school from a rural area in southeastern Spain. A quasi-experimental design, pretest-postest measures, was carried out. Students’ perceptions were collected via questionnaires, interviews, and drawings, while teacher’s perspective was gathered with interviews and diary notes. Results are consistent with previous Sport Education studies in early primary years. There were found significant increments on literacy and enthusiasm, as well as improvements on motivational domains. Findings suggest there is potential enough for introducing Sport Education in the whole primary education stage. Most relevant didactical implications are also discussed.

scholarly journals Importancia del apoyo a las necesidades psicológicas básicas en la predisposición hacia diferentes contenidos en Educación Física (Importance of support of the basic psychological needs in predisposition to different contents in Physical Education)

Retos ◽  
2015 ◽  
pp. 3-8
Author(s):  
Javier Sevil Serrano ◽  
Ángel Abós Catalán ◽  
Eduardo Generelo Lanaspa ◽  
Alberto Aibar Solana ◽  
Luis García-González
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Education Students ◽  
Psychological Need ◽  
Affective Attitude ◽  
Teaching Unit

Resumen. Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física.Abstract. Grounded on the self- determination theory, the aim of the study was to analyze the association between perceived support of basic psychological needs (i.e., autonomy, competence and relatedness) and predisposition toward the content (i.e., cognitive and affective attitude). The study was developed in three Physical Education teaching units. The sample was comprised of 77 football, 75 acrosport and 78 rugby 4th- year compulsory Secondary Education students. The results of the correlation and predictive analysis indicate a positive relationship between perceived support of the three psychological needs and predisposition to the content. The importance of each psychological need was different depending on the teaching unit. The usefulness of supporting the three basic psychological needs through intervention strategies was highlighted. These strategies should be designed and adapted for any curricular content. This can result in a greater predisposition of students to each of the units that integrate Physical Education. It can also lead to greater adherence to participation in physical activity.

scholarly journals Experiencing Nature to Satisfy Basic Psychological Needs in Parenting: A Quasi-Experiment in Family Shelters

2020 ◽  
Vol 17 (22) ◽  
pp. 8657
Author(s):  
Elise Peters ◽  
Jolanda Maas ◽  
Dieuwke Hovinga ◽  
Nicole Van den Bogerd ◽  
Carlo Schuengel
Keyword(s):  
Physical Environment ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Experimental Designs ◽  
Need Fulfillment ◽  
Parental Functioning ◽  
Psychological Need ◽  
Need Frustration ◽  
The Face

Finding fulfillment of basic psychological needs may be difficult for parents living in shelters after becoming homeless or after escaping violence. This study tested if experiencing nature was associated with the basic psychological needs of parents in shelters. Need satisfaction and need frustration were measured among parents in shelters (N = 160), with one measurement in the standard indoor context of the shelter and one measurement while experiencing nature. Experiencing nature was associated with enhanced need satisfaction (d = 0.28) and reduced need frustration (d = −0.24). The effect was especially pronounced for parents with young children. Our findings suggest that the physical environment matters for parents’ basic psychological need fulfillment as they interact with their children in the context of sheltering. This finding opens a potential avenue for supporting parental functioning and resilience in the face of risk if these effects were to be replicated across settings using controlled experimental designs. At the very least, the findings may be discussed with practitioners and parents in the context of making shelter life and work more conducive to mental health and family functioning.

scholarly journals A research on the basic psychological needs of swimmers in Kocaeli province in terms of any variances (İzmit district case)

2018 ◽  
Vol 48 ◽  
pp. 01067
Author(s):  
Hakan Akdeniz ◽  
Özlem Keskin ◽  
Fatma Yeşim Körmükçü ◽  
Burak Varol
Keyword(s):  
High School ◽  
Secondary Education ◽  
Family Structure ◽  
Personal Information ◽  
Educational Background ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Need ◽  
Significant Difference ◽  
Individual Sports

This study was conducted with the aim of investigating the basic psychological requirements of swimmers who perform individual sports in Kocaeli province with respect to certain variables. The sample of the study consisted of 80 swimmers who perform individual sports in Kocaeli province, İzmit district between the years of 2016 – 2017, 32 of whom were male and 42 of whom were female. In collecting data, the Basic Psychological Needs Scale which was developed by [4] was used in order to determine the psychological needs of individuals. Basic Psychological Needs Scale was adapted into Turkish by [9] A personal information form that was developed by the researcher was used. No significant difference was observed when basic psychological need scores were compared according to gender (P<0,05). In consequence of comparing the results of basic psychological need scale by means of age variable, a significant difference was observed by means of the need for relatedness between the 14 – 16 and 20 – 22 age groups (P<0,05). When basic psychological need scores were compared with respect to educational background, a significant difference was found in terms of the need for autonomy, need for competence and need for relatedness while a significant difference was observed by means of all scores (p<0,05). With respect to need for autonomy and need for competence; a significant difference was observed between Secondary Education and High School while the need for relatedness and total scores created a significant difference between Secondary Education and University (p<0,05). As a consequence of the comparison between the results of basic psychological need scale according to family attitudes, a significant difference was only observed by means of the need for competence between the variables (p<0,05). With respect to the sub-dimension of the need for competence, a significant difference was found between democratic family structure and authoritarian family structure (P<0,05). As a result of a comparison between basic psychological needs considering the educational background of female parents, there was a significant difference between the variants by means of the need for competence and the need for relatedness. With respect to need for competence and relatedness, a significant difference was observed for both, between the educational levels of primary school and high school (P<0,05).

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