Relación entre la motivación y el compromiso del alumnado en educación física y el burnout del docente

López, Javier Coterón; Álvarez, Evelia Franco

doi:10.17979/sportis.2019.5.1.3634

Cited by 3 publications

(3 citation statements)

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“…While previous studies have suggested that no significant differences have been found in motivational profiles shown by students from Spain and Argentina [ 61 ], it would be interesting for future studies to analyse whether the nature of the education (mixed or segregated) could affect students’ outcomes in the PE setting. The role of teachers’ characteristics in students’ outcomes has also been examined in previous studies: teaching for longer might be associated with more burnout, which, in turn, will negatively affect students’ behaviors [ 62 ]. Furthermore, other studies have shown that students better value PE when the teacher is male [ 63 ].…”

Section: Discussionmentioning

confidence: 99%

Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?

González-Peño

Álvarez

Coterón

2021

IJERPH

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Teachers’ behaviors can affect students’ engagement in the Physical Education (PE) setting. According to self-determination theory, teachers can rely on either a need-supportive or a controlling teaching behavior, and these behaviors will differently affect students’ outcomes. The main objective of this research was to analyse how teaching behaviors and some contextual variables influence students’ engagement in PE classes. The present study adds to the existing literature through an observation-based design in which real-life examples of need-supportive and thwarting teaching behaviors, as well as students’ engagement behaviors, have been identified. Thirty-seven different PE lessons were coded for 5-min intervals to assess the occurrence of 36 teaching behaviors and five students’ behaviors. Stepwise regression revealed that both structure during activity and relatedness support could predict student engagement in a positive way. Surprisingly, cold teaching also emerged as a direct predictor in the last step of the analysis. On the other hand, controlling and structure before activity behaviors inversely predicted students’ engagement. These four variables explained 39% of the variance in student engagement, whereas autonomy support did not correlate with student engagement. These new findings in the field not only confirm the known relevance of teaching behavior for students’ outcomes but also suggest an unexpected lack of influence of autonomy support on students’ engagement as well as an association between cold teaching and students’ engagement. Results are discussed in the light of new approaches, and some practical implications are provided.

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Section: Discussionmentioning

confidence: 99%

Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?

González-Peño

Álvarez

Coterón

2021

IJERPH

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“…Coterón and Franco ( 2019 ) found a mutual relationship between burnout syndrome and student's behavior. This was confirmed by the study by Karakaya et al ( 2015 ), which found that student athletes' behavior (indiscipline, such as speaking without permission during the course/lesson, not having the necessary equipment for the course/lesson, not performing a given task and not listening to the teacher) was a predictor of burnout.…”

Section: Resultsmentioning

confidence: 99%

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

Alsalhe

Chalghaf

Guelmami

et al. 2021

Front. Hum. Neurosci.

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Burnout can be defined as an occupational syndrome resulting from poorly managed chronic workplace stress. It is characterized by three dimensions: feelings of energy depletion or exhaustion; increased mental distance from one's job, or feelings of negativism or cynicism related to one's job; and reduced professional efficacy. Teachers are among the human service professionals particularly vulnerable to occupational burnout. Teaching is a highly demanding and challenging task, in that requires constant confrontation with different stakeholders (students and their parents, administrators). Among teachers, physical education teachers have been particularly understudied even though a recently published systematic review has found that they are exposed to high levels of stress. To better explore burnout syndrome among physical education teachers, the present systematic review was undertaken, searching up to six languages. Fifty-six studies were included in the present review. The reported rate of high emotional exhaustion ranged from 11.52 to 60.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of high emotional exhaustion was computed to be 28.6 [95% CI 21.9–35.8]. The reported rate of high depersonalization ranged from 3.6 to 45.2%, according to the single study. Pooling together 11 studies and totaling 2,113 physical education teachers, the prevalence rate of high depersonalization was computed to be 14.5% [95% CI 8.0–22.4]. The reported rate of low personal accomplishment ranged from 13.63 to 55.6%, according to the single study. Pooling together 12 studies and totaling 2,153 physical education teachers, the prevalence rate of low personal accomplishment was computed to be 29.5% [95% CI 23.8–35.4]. The reported rate of overall burnout ranged from 10.0 to 51.6%, according to the single study. Pooling together 7 studies and totaling 1,101 physical education teachers, the prevalence rate of overall burnout was computed to be 23.9% [95% CI 13.6–36.0]. No evidence of publication bias could be found, both visually inspecting the funnel plot and conducting the Egger's linear regression test. Burnout imposes a significant burden among physical education teachers. Based on the information contained in the present systematic review and meta-analysis, tailored interventions could be designed to mitigate such a burden. However, due to the limitations of the studies included in the present systematic review and meta-analysis, further research in the field is urgently warranted.Systematic Review Registration:https://osf.io/69ryu/, identifier: 10.17605/OSF.IO/69RYU.

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“…O burnout tem sido associado a efeitos negativos relacionados com o desempenho e com as relações familiares e sociais, assim como com o desenvolvimento de sintomatologia ansiosa e depressiva (Gouveia, 2010;Shin, Noh, Jang, Park, & Lee, 2013;Szigeti, Balázs, Bikfalvi, & Urbán, 2017), com práticas educativas menos efetivas (Patrão & Santos-Rita, 2011), com a motivação e envolvimento dos seus estudantes nas atividades escolares (López & Álvarez, 2019;Shen et al, 2015) e com o seu desempenho académico (Balkis, Duru, Bulus, & Duru, 2011;Herman, Hickmon-Rosa, & Reinke, 2018). Igualmente, os professores com burnout apresentam uma diminuição da participação nas atividades relativas ao ensino e menor preocupação em satisfazer as necessidades dos alunos (Pas, Bradshaw, Heshfeldt, & Leaf, 2010;Philip & Schupbach, 2010).…”

Section: Abstract: Emotional Intelligence; Burnout; Teacher; Engagement; Emotionsunclassified

Atas do X Simpósio Nacional de Investigação em Psicologia, Universidade da Madeira, 2019

Rodrigues¹,

Pocinho²,

Lopes

2020

PSICOLOGIA

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As Atas do X SNIP representam a relevância deste Simpósio Nacional de Investigação em Psicologia na difusão do conhecimento produzido em Portugal nesta área científica. Estas Atas são publicadas, pela segunda vez, na revista PSICOLOGIA, o órgão de difusão científica da Associação Portuguesa de Psicologia. Dado que a revista se encontra indexada em diferentes bases de dados internacionais e nacionais, cremos que estes trabalhos poderão atingir uma comunidade de investigadores bastante alargada, permitindo que a investigação realizada em Portugal desperte o interesse de académicos e profissionais da psicologia em diferentes partes do mundo.

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Relación entre la motivación y el compromiso del alumnado en educación física y el burnout del docente

Cited by 3 publications

References 25 publications

Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?

Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?

Occupational Burnout Prevalence and Its Determinants Among Physical Education Teachers: A Systematic Review and Meta-Analysis

Atas do X Simpósio Nacional de Investigação em Psicologia, Universidade da Madeira, 2019

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