scholarly journals Relaciones entre el clima motivacional, las experiencias en educación física y la motivación intrínseca de los alumnos (Relationships among motivational climate, physical education experiences and pupils’ intrinsic motivation)

Retos ◽  
2015 ◽  
pp. 9-14
Author(s):  
Melchor Gutiérrez
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Motivational Climate ◽  
Goal Theory ◽  
Class Climate ◽  
Key Words Adolescents ◽  
Climate Scale ◽  
Perception Of Performance ◽  
Intrinsic Motivation Inventory

El objetivo de este trabajo ha sido analizar las relaciones entre la percepción del clima motivacional de la clase, las experiencias en educación física y la motivación intrínseca de los alumnos. Una muestra de 2189 alumnos de 13 a 17 años de edad completó las versiones españolas de la Escala de Percepción del Clima Motivacional (PMCS) y el Cuestionario de Motivación Intrínseca (IMI). Además, los alumnos aportaron una valoración de sus experiencias en educación física. Los resultados han mostrado que los factores más relacionados con la motivación intrínseca de los alumnos han sido la percepción del clima de maestría y las experiencias en educación física. Por el contrario, la percepción del clima de ejecución se ha mostrado más relacionada con la tensión-presión de los alumnos. Estos resultados se han discutido en el marco de la teoría de las orientaciones de meta y de la teoría de la autodeterminación y en términos de su contribución a potenciar la motivación de los adolescentes en educación física, de cara al compromiso con la práctica física y la instauración de estilos de vida activos y perdurables a lo largo del tiempo.Palabras clave: Adolescentes, clima de maestría, clima de ejecución, educación física, motivación intrínseca.Abstract: The aim of this study was to analyze relationships among perceived motivational class climate, physical education experiences and pupils’ intrinsic motivation in physical education lessons. A sample of 2189 pupils, ages 13 to 17 years, completed the Spanish versions of the Perception of Motivational Climate Scale (PMCS) and the Intrinsic Motivation Inventory (IMI). Furthermore, pupils reported an assessment of their experiences in physical education. Results showed that the factors most related with pupils’ intrinsic motivation were the perception of mastery climate and the physical education experiences. On the contrary, the perception of performance climate was related with pupils’ tension-pressure. These results were discussed within the framework of achievement goal theory, the self-determination theory and in terms of their contribution to increase adolescents’ motivation in physical education, in order to engagement in physical practices and longtime healthy lifestyles. Key words: Adolescents, mastery climate, performance climate, physical education, intrinsic motivation

Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education

2010 ◽  
Vol 13 (2) ◽  
pp. 597-608 ◽  
Author(s):  
Melchor Gutiérrez ◽  
Luis-Miguel Ruiz ◽  
Esther López
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Motivational Climate ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Perceived Performance ◽  
Confirmatory Factor ◽  
The Relationship

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

scholarly journals Validez de constructo interna y externa del AGQ y PTEGQ en español

2015 ◽  
Vol 31 (2) ◽  
pp. 626
Author(s):  
Francisco Ruiz-Juan
Keyword(s):  
Physical Education ◽  
Construct Validity ◽  
Intrinsic Motivation ◽  
Achievement Goals ◽  
External Validity ◽  
Leisure Time ◽  
Motivational Climate ◽  
Psychometric Tests ◽  
Four Dimensions ◽  
Perceived Motivational Climate

The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable

Prediction of Adolescents doing Physical Activity after Completing Secondary Education

2012 ◽  
Vol 15 (1) ◽  
pp. 90-100 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar ◽  
Eduardo Cervelló
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Structural Equations ◽  
The Self ◽  
Self Determination ◽  
Physically Active ◽  
Adolescent Students ◽  
Intention To Continue

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

scholarly journals The effect of digital platforms in the motivation of future primary education teachers towards mathematics

2020 ◽  
Vol 7 (3) ◽  
pp. 112-123
Author(s):  
David Mendez ◽  
Miriam Mendez ◽  
Juana Maria Anguita
Keyword(s):  
Intrinsic Motivation ◽  
Elementary School Teachers ◽  
Research Study ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Teachers ◽  
Digital Platforms ◽  
Motivation Level ◽  
High Level ◽  
Intrinsic Motivation Inventory

Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.   Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.

scholarly journals Mathematics Trails: Shallow and Deep Gamification

2019 ◽  
Vol 6 (3) ◽  
pp. 65-79 ◽  
Author(s):  
Iwan Gurjanow ◽  
Miguel Oliveira ◽  
Joerg Zender ◽  
Pedro A. Santos ◽  
Matthias Ludwig
Keyword(s):  
Empirical Study ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Research Literature ◽  
The Self ◽  
Self Determination ◽  
Frankfurt Am Main ◽  
First Results ◽  
Ongoing Project ◽  
Intrinsic Motivation Inventory

Mobile Math Trails for Europe (MoMaTrE) is an ongoing project to conceptualize and develop a fully gamified platform for creating, organizing and executing mathematics trails. We present some early experimental results of an empirical study from Frankfurt am Main with 218 pupils concerning the introduction of shallow gamification techniques in the platform. The study was based on the self-determination theory and therefore the Intrinsic Motivation Inventory was used. First results are mostly in line with other findings of the previous research literature, but also some interesting effects could be shown. The article concludes with a discussion of our plans for adding other (deeper) gamification elements.

scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

2015 ◽  
Vol 34 (2) ◽  
pp. 210-224 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Manuel Gómez-López ◽  
Antonio Granero-Gallegos ◽  
Maria del Mar Ortiz-Camacho
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Positive Association ◽  
Motivational Climate ◽  
Equation Modeling ◽  
School Students ◽  
Mean Values ◽  
Task Oriented

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction/fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students’ intrinsic motivation (γ=.69) and their satisfaction in PE classes (β=.56).

scholarly journals Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

2017 ◽  
Vol 36 (4) ◽  
pp. 398-408 ◽  
Author(s):  
Christine E. Johnson ◽  
Heather E. Erwin ◽  
Lindsay Kipp ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Student Perceptions ◽  
Motivational Climate ◽  
Goal Theory ◽  
Activity Time ◽  
Southeast United States ◽  
8Th Grade ◽  
And Performance ◽  
Perceived Motivational Climate

We used achievement goal theory to examine students’ physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher’s emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

scholarly journals “I Don’t Want to Give Them My Brain for the Day . . . and Then Take It Back”: An Examination of the Coach-Created Motivational Climate in Adult Adventure Sports

2020 ◽  
Vol 7 (2) ◽  
pp. 175-188 ◽  
Author(s):  
Doug Cooper ◽  
Justine Allen
Keyword(s):  
Theoretical Perspective ◽  
Self Determination Theory ◽  
Motivational Climate ◽  
Self Determination ◽  
Goal Theory ◽  
Cross Sectional ◽  
Structure Control ◽  
Adult Participation ◽  
Age Trends ◽  
Adventure Sports

In contrast to cross-sectional age trends of declining adult participation in sport, engagement in adventure sports is increasing among adults. The coach may have an important role to play in shaping the motivational climate to encourage and retain participants in adventure sport. The purpose of this study was to provide an in-depth examination of the coach-created motivational climate in noncompetition focused adult adventure sport by adopting a multiple methods approach. The study was grounded in a multidimensional theoretical perspective that combines achievement goal theory and self-determination theory. Questionnaires, interviews, and observations of coaching sessions were employed to assess coaches’ (N = 6), participants’ (N = 25), and observers’ perspectives on the empowering and disempowering nature and features of coaching sessions. Analysis of the data demonstrated consistent views that the coaches created a strongly empowering and only weakly disempowering climate. Insight was gained about why and how coaches created this climate, as well as the challenges they experienced in maintaining an empowering climate for adults in adventure sport contexts. The place of structure, control, relatedness support, and coaches’ philosophies are discussed.

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