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Para ello se utilizó una muestra de 298 deportistas españoles, con una media de edad de 14 años. Se llevaron a cabo diferentes análisis factoriales confirmatorios, análisis de consistencia interna y de correlación. Tras los respectivos análisis factoriales confirmatorios, tanto la PNSE (χ2 = 222.62, p = .00, χ2/g.l. = 129, CFI = .91, IFI = .92, TLI = .91, RMSEA = .04, SRMR = .08) como la BRSQ (χ2 = 824.56, p = .00, χ2/g.l. = 558, CFI = .92, IFI = .91, TLI = .92, RMSEA = .04, SRMR = .06) presentaron valores adecuados. De igual forma, la consistencia interna obtenida de las respectivas dimensiones estuvo por encima de .70. Se observó una correlación positiva y significativa entre las tres necesidades psicológicas básicas, así como de éstas con la motivación intrínseca (hacia el conocimiento, consecución y estimulación), la regulación integrada y la regulación identificada. Por su parte, la necesidad de competencia correlacionó de forma negativa y significativa con la desmotivación, mientras que la necesidad de relación con los demás lo hizo con la desmotivación, la regulación introyectada y la regulación externa. Este estudio ha permitido proporcionar dos escalas válidas y fiables para evaluar la satisfacción de las necesidades psicológicas básicas y la motivación de los practicantes de actividad física y deportiva.

Background and aimsThis study focuses on the use of popular information and communication technologies (ICTs) by adolescents: the Internet, mobile phones, and video games. The relationship of ICT use and experiential avoidance (EA), a construct that has emerged as underlying and transdiagnostic to a wide variety of psychological problems, including behavioral addictions, is examined. EA refers to a self-regulatory strategy involving efforts to control or escape from negative stimuli such as thoughts, feelings, or sensations that generate strong distress. This strategy, which may be adaptive in the short term, is problematic if it becomes an inflexible pattern. Thus, the aim of this study was to explore whether EA patterns were associated with addictive or problematic use of ICT in adolescents.MethodsA total of 317 students of the Spanish southeast between 12 and 18 years old were recruited to complete a questionnaire that included questions about general use of each ICTs, an experiential avoidance questionnaire, a brief inventory of the Big Five personality traits, and specific questionnaires on problematic use of the Internet, mobile phones, and video games.ResultsCorrelation analysis and linear regression showed that EA largely explained results regarding the addictive use of the Internet, mobile phones, and video games, but not in the same way. As regards gender, boys showed a more problematic use of video games than girls. Concerning personality factors, conscientiousness was related to all addictive behaviors.Discussion and conclusionsWe conclude that EA is an important construct that should be considered in future models that attempt to explain addictive behaviors.

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three-factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. C 2009 Wiley Periodicals, Inc. School Motivation: Why Is It Important?The significant increase in academic failure and early dropout rates in Spanish compulsory secondary education students has made low academic performance one of the main problems faced by the Spanish educational system. Data from the Spanish Ministry of Education and Science (MEC, 2007) indicated that 35.3% of Spanish students had poor performance in mathematics and 16.2% had failed this subject. Results for performance in the subject of language (Spanish) were similar. Furthermore, the rate of early dropout (36.8%) was one of the highest in the European Union. Approximately 30% of Spanish students had not earned a compulsory secondary education diploma, which is necessary to continue in postsecondary enrollment options and/or the world of work. This worrying phenomenon has led teachers, school psychologists, administrators, and researchers to reconsider which factors are involved in the lack of interest displayed by students in school tasks, one of these factors (Elliot & Dweck, 2005;Pintrich, 2000Pintrich, , 2003.Relevant research has emphasized that school goal tendencies are a relevant factor for predicting academic performance in high school students (e.g., Steinmayr & Spinath, 2009) and preventing school failure and dropout, as well as facilitating positive educational outcomes for all students

ResumenThe intensive use of Information and Communication