Factores de motivación de logro: el compromiso y entrega en el aprendizaje, la competencia motriz percibida, la ansiedad ante el error y situaciones de estrés en estudiantes de cuarto, quinto y sexto nivel escolar durante la clase de educación física

Márquez-Barquero, Magally; Azofeifa-Mora, Christian; Méndez, Diego

doi:10.15517/revedu.v43i1.33109

Cited by 4 publications

(7 citation statements)

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“…Furthermore, they stated that anxiety correlated positively with commitment and dedication to the sport and negatively with perceived competence. Márquez-Barquero et al [ 13 ] also reported higher anxiety and stress in girls in PE classes, and they noted that positive reinforcement should be used to reduce these anxiety and stress levels by focusing attention on girls. In turn, García-Ceberino et al [ 7 ] reported boys had a greater increase in perceived motor competence when playing soccer in primary PE, which was associated with a higher adherence degree in other sports contexts.…”

Section: Discussionmentioning

confidence: 99%

“…There is a need to improve motivation in school sports, especially intrinsic motivation [ 54 ], in order to increase physical activity levels. It is up to sports professionals to propose effective intervention strategies for sports practice [ 13 ]. Thus, the present study provides very useful information for PE teachers to promote their achievement motivation strategies more effectively towards their students’ sports practice.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…Achievement motivation in students learning PE is based on McClelland’s needs theory (the need for affiliation, the need for power and the need for achievement goals for conflict resolution) and, more precisely, on Atkinson’s theory of achievement goal motivation [ 12 , 13 ]. According to the latter theory, students base their motivation on the behavior of striving for success in an effort to achieve a better performance within an ideal standard of achievement and therefore reduce the tendency to fail in the learning task [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

“…Martin-Moya et al [ 11 ] identified motivational variations in high school after applying a gamification program on healthy habits and physical activity called DiverHealth. As in this study, Márquez-Barquero et al [ 13 ] analyzed factors associated with achievement motivation, such as commitment to and involvement in learning, perceived motor competence and error anxiety during PE classes.…”

Section: Introductionmentioning

confidence: 99%

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Determinant Factors of Achievement Motivation in School Physical Education

et al. 2022

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Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann–Whitney U and Kruskal–Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Strengths and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Determinant Factors of Achievement Motivation in School Physical Education

et al. 2022

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“…6 -20, noviembre 2023 www.exploradordigital.org seleccione, organice y distribuya el conocimiento en los niveles de educación mediante las diferentes estrategias que van de acuerdo a las necesidades de los estudiantes. De igual manera afirma Márquez et al (2019), para conseguir los objetivos de esta área, debe existir motivación por participar de las actividades lúdicas; es decir, si el niño disfruta de la actividad física, éste va a estar motivado para compartir las clases en su totalidad.…”

Section: Referencial Teóricounclassified

Metas de logro, percepción de éxito, diversión y persistencia-esfuerzo en la educación física escolar

Lituma Pizarro,

Aldas Arcos

2023

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Introducción: El presente estudio examinó la relación existente entre las metas de logro, percepción de éxito, diversión y persistencia-esfuerzo en la Educación Física a nivel escolar. Objetivos: analizar las metas de logro, percepción de éxito, diversión y persistencia-esfuerzo en el bloque curricular de Educación Física prácticas gimnásticas en estudiantes de básica media de la escuela de E.G.B Gabriel Arsenio Ullauri. Metodología: esta investigación es de tipo descriptivo, de corte transversal, como principal instrumento se utilizaron tres cuestionarios 1. percepción de éxito, 2. diversión, 3. persistencia-esfuerzo. En el estudio participaron 192 estudiantes, varones 105 y mujeres 87 con una edad M de 10.5 del subnivel media de la escuela Gabriel Arsenio Ullauri del cantón Cuenca durante el periodo escolar 2022-2023. Resultados: muestran medias importantes en cuanto a la percepción del éxito 4,59; diversión 4,61; persistencia-esfuerzo 4,67 con énfasis en el género masculino con una M ligeramente superior al género femenino, aunque sin diferencias estadísticamente significativas en las categorías estudiadas con un p-valor > 0,05 respectivamente. Conclusiones: que ambos géneros perciben de forma positiva la percepción del éxito, diversión y persistencia-esfuerzo. Área de estudio general. Educación física. Área de estudio especifica. Educación básica media.

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Effects of gamified didactic with exergames on the psychological variables associated with promoting physical exercise: results of a natural experiment run in primary schools

Quintas

Bustamante

2021

Physical Education and Sport Pedagogy

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Factores de motivación de logro: el compromiso y entrega en el aprendizaje, la competencia motriz percibida, la ansiedad ante el error y situaciones de estrés en estudiantes de cuarto, quinto y sexto nivel escolar durante la clase de educación física

Cited by 4 publications

References 11 publications

Determinant Factors of Achievement Motivation in School Physical Education

Determinant Factors of Achievement Motivation in School Physical Education

Metas de logro, percepción de éxito, diversión y persistencia-esfuerzo en la educación física escolar

Effects of gamified didactic with exergames on the psychological variables associated with promoting physical exercise: results of a natural experiment run in primary schools

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