2015
DOI: 10.1590/1678-7153.201528202
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Abstract: ResumenEl objetivo del estudio fue analizar las diferencias motivacionales del alumnado en las clases de Educación Física, según las estrategias de disciplina del profesor y analizar las relaciones de los conglomerados con el clima motivacional, orientaciones de meta y satisfacción. Participaron 2002 alumnos (970 varones y 1032 mujeres) de educación secundaria de entre 12-19 años. Como instrumentos se utilizaron la versión española de: Strategies to Sustain Discipline Scale, Learning and Performance Orientatio… Show more

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Cited by 7 publications
(6 citation statements)
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“…In this way, students will spend class time doing work rather than being undisciplined, learning to choose appropriate behaviours in the classroom. That is why it is very important that the teacher directs the students through discipline strategies of concern and responsibility in order to achieve self-determined motivation [31,32]. In addition, the literature has shown that students who emphasise intrinsic reasons feel greater satisfaction in PE classes, improve their relationships with others, and value the subject more, attaching greater importance and usefulness to it [33,34].…”
Section: Introductionmentioning
confidence: 99%
“…In this way, students will spend class time doing work rather than being undisciplined, learning to choose appropriate behaviours in the classroom. That is why it is very important that the teacher directs the students through discipline strategies of concern and responsibility in order to achieve self-determined motivation [31,32]. In addition, the literature has shown that students who emphasise intrinsic reasons feel greater satisfaction in PE classes, improve their relationships with others, and value the subject more, attaching greater importance and usefulness to it [33,34].…”
Section: Introductionmentioning
confidence: 99%
“…The analyzed sample stands out for its high averages in intrinsic motivation, identified regulation and satisfaction/fun (Table 1), and may be the cause of a positive evaluation of PE classes [49][50][51][52]. This fact is of great relevance, since motivation is a key factor that can influence the results of academic performance, as has already been noted, since high learning achievements are often attributed to the greater motivation of students and environments that favor motivation [53].…”
Section: Discussionmentioning
confidence: 99%
“…In the same vein, Bartholomew et al [50] added, in their longitudinal study, that this perception of the students regarding controlling styles correlated positively with controlled motivation (introjected regulation and external regulation), thwarting unease in subjects [45,51,52]. Thus, a more self-determined motivation increases student satisfaction with classes [53][54][55], and this trigger in disciplined classes and the importance shown towards PE are greater [56]. Studies such as that of Granero-Gallegos, et al [57] show that students (especially boys, compared to girls) have a higher rate of undisciplined behaviour, and these in turn are the most unmotivated, in PE classes.…”
Section: Introductionmentioning
confidence: 98%