Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Abstract

The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

Analysis of Misbehaviors and Satisfaction With School in Secondary Education According to Student Gender and Teaching Competence

“…Faced with these situations, the competencies of the PE teaching staff play an important role (Baños et al, 2017;Trigueros and Navarro, 2019;Granero-Gallegos et al, 2020); the way in which teachers design, organize and control their sessions can affect the students' disruptive behaviors and class outcome.…”

Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers’ Views

“…Furthermore, responsibility has been proven to have positive relationships with motivational constructs, especially with intrinsic motivation (Escartí et al, 2011;Belando et al, 2015;Ortiz et al, 2016), which may indicate that teaching based on the transfer of autonomy and the promotion of responsibility can be appropriate for the improvement of motivation and other social factors along with academic performance (Smithikrai, 2013;Baena-Extremera et al, 2016;Calderón et al, 2016;Granero-Gallegos et al, 2020).…”

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

“…Likewise, analogous to our results also, Haerens et al [83] found that the use of more controlling styles, positively and significantly predicted the frustration need of autonomy which also positively and significantly predicted amotivation and this positively and significantly predicted the appearance of undisciplined behaviours in classrooms. In summary, several works have found a relationship between the use of more or less controlling teaching-learning styles with regards to the satisfaction or thwarting of autonomy need [15,84,86] as well as positive consequences [87][88][89][90] or negative consequences for processes of teaching-learning [21,22,57,83] within PE classes. In line with the theoretical framework [41], it can be observed that there are certain backgrounds, such as the controlling style of the teacher, which can predict the thwarting of autonomy need.…”

“…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.…”