Abstract:The present article carries out an in-depth analysis of the differences in motivation, input-related variables and linguistic attainment of the students at two content and language integrated learning (CLIL) schools operating within the same institutional and educational context, the Spanish region of Extremadura, and differing only in terms of the social milieu: rural vs. urban. The results show that the CLIL learners in the urban school (n = 27) had started earlier, had had greater formal support outside sch… Show more
“…Likewise, and in line with the hypothesis raised, Leyton et al [71], in a sample between the ages of 18 and 65, found higher values in the most self-determined forms of motivation and reasons for practice in rural areas, as opposed to urban areas. However, unlike in the present study, Alejo et al [72] found no differences in the motivational profile of students in urban and rural schools regarding foreign language learning, although the former showed lower levels of anxiety with respect to the latter.…”
The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.
“…Likewise, and in line with the hypothesis raised, Leyton et al [71], in a sample between the ages of 18 and 65, found higher values in the most self-determined forms of motivation and reasons for practice in rural areas, as opposed to urban areas. However, unlike in the present study, Alejo et al [72] found no differences in the motivational profile of students in urban and rural schools regarding foreign language learning, although the former showed lower levels of anxiety with respect to the latter.…”
The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.
“…Estudios como el presente son una valiosa fuente de información que arrojan luz a un tema tan controvertido como los efectos de la enseñanza bilingüe en el alumnado (Ardila, 2012;Barrios, 2015;Bravo-Torija, et al 2016;Bruton, 2015;Costa, 2018;Núñez, 2007). A pesar de que existe un elevado número de investigaciones destinadas a comprobar la efectividad de los programas bilingües en la mejora de la competencia lingüística en la LE y en la adquisición de conocimientos relativos a las DNL impartidas en la LE (Anghel, et al, 2016(Anghel, et al, , 2016Esparza y Belmonte, 2020;Fernández-Sanjurjo, et al, 2017;Gallardo y Gómez, 2017;Ródenas-Ríos, 2018), se percibe un descenso en las investigaciones destinadas a evaluar la influencia de los programas bilingües en la actitud del alumnado hacia el idioma inglés y hacia las ciencias, la cual es una de las asignaturas incluidas en las DNL (Alejo y Piquer-Píriz, 2016;Calderón y Morilla, 2018;Lancaster, 2018;Paz-Albo, et al, 2018;Pladevall-Ballester;.…”
Section: Discusión Y Conclusionesunclassified
“…En este punto consideramos necesario señalar que, como sucede en toda investigación, el presente trabajo presenta algunas limitaciones que han podido condicionar nuestro estudio. Dada la importancia de los contextos sociales en el proceso de enseñanza y aprendizaje del idioma (Alejo y Piquer-Píriz, 2016;Martínez, 2020), consideramos que la falta de información relativa a la situación económica y sociocultural de las familias supone una de las principales limitaciones del estudio. Además, el nivel de fiabilidad del cuestionario, así como el uso de una escala dicotómica en lugar de una escala Likert nos ha impedido realizar un análisis en profundidad los matices de las respuestas o conocer el grado de conformidad de los sujetos en relación a los enunciados planteados.…”
“…In order to implement the bilingual sections project efficiently, the educational authorities of the region have established some regulations (Junta de Extremadura, 2011, 2013), such as establishing the foreign languages that can be used (English, French or Portuguese), the number of content areas, the roles of the teachers, and demanding some requirements of the teachers regarding their methodology and language knowledge (for more detailed information, see Alejo & Piquer-Píriz, 2010, 2016a, 2016b.…”
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