Diseño y validación de una escala para medir el estilo controlador del estudiante de Educación Superior

Hernández, Elisa Huéscar; Moreno‐Murcia, Juan Antonio; García, Antonio Alias

doi:10.25115/psye.v9i2.696

Cited by 4 publications

(2 citation statements)

References 23 publications

(28 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' Controlling Style Controlling style was measured using the scale developed by Huéscar et al (2017). It is composed of 12 items (e.g., "It gives very few guidelines and no alternatives on how to perform the tasks it presents") that measure the perception of the teacher's controlling style (e.g., "It is inflexible").…”

Section: Measurementioning

confidence: 99%

Controlling style, relatedness and cohesion in university students: A six countries comparison

et al. 2021

Self Cite

View full text Add to dashboard Cite

The objective of this study was to test a multilevel model about the relationship between teacher's controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher's controlling style negatively predicts the relatedness, but does not predict the students' group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms.

show abstract

Section: Measurementioning

confidence: 99%

Controlling style, relatedness and cohesion in university students: A six countries comparison

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…The CTS as developed by Hernández et al (2017) was used. This instrument is comprised of nine items that measure the single factor of controlling teacher style as perceived by students within physical education classes.…”

Section: Controlling Teaching Stylementioning

confidence: 99%

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

et al. 2020

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.

show abstract

Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards

et al. 2020

View full text Add to dashboard Cite

The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M = 20.83; TD = 1.86). Students were randomly divided into the intervention (n = 19) and control (n = 21) groups. The following were measured: the perception of the autonomy-supportive and controlling interpersonal styles, the social support for the basic psychological needs of the professor, the satisfaction of the basic psychological needs, and the aquatic competence in rescue and lifeguarding. After the application of the program, improvements were observed in the intervention group in the variables of perception of autonomy support, social support for autonomy, and competence; satisfaction of the basic psychological needs for autonomy and competence; and improvement of the cognitive and behavioral processes of aquatic competence in rescue and lifeguarding. The findings show the effectiveness of the interpersonal teaching style of the autonomy-support program by obtaining more positive results at the motivational, behavioral, and cognitive levels, as opposed to a controlling interpersonal style.

show abstract

Diseño y validación de una escala para medir el estilo controlador del estudiante de Educación Superior

Cited by 4 publications

References 23 publications

Controlling style, relatedness and cohesion in university students: A six countries comparison

Controlling style, relatedness and cohesion in university students: A six countries comparison

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards

Contact Info

Product

Resources

About