Relations of feed-back and teacher communication barriers with in-trinsic motivation among adolescent students in physical education.

Authors

  • Juan Antonio Moreno Murcia Universidad Miguel Hernández de Elche
  • Elisa Huéscar Universidad Miguel Hernández de Elche
  • Noelia Peco Universidad Miguel Hernández de Elche
  • Elena Alarcón Universidad Miguel Hernández de Elche
  • Eduardo Cervelló Universidad Miguel Hernández de Elche
DOI: https://doi.org/10.6018/analesps.29.1.161881
Keywords: Verbal communication, nonverbal communication, communication barriers, intrinsic motivation, physical education

Abstract

This study examined the relationship between different types of feed-back and avoiding the teacher’s communication barriers with students and intrinsic motivation in physical education classes. Students (n = 214) completed a set of questionnaires that assessed the perception of the teacher feedback, the use of communication strategies to overcome the barriers of communication with students and intrinsic motivation. The results showed positive relationships between the general positive feedback received, the knowledge of perceived performance and general positive and nonverbal feedback, as well as the avoidance of barriers to communication and students’ intrinsic motivation. In addition, regression analysis revealed that use of the generally positive feedback and the knowledge of the perceived performance predicted a classroom atmosphere free of communication barriers. The results are discussed in the context of improving the quality of teaching in physical education classes.

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How to Cite
Moreno Murcia, J. A., Huéscar, E., Peco, N., Alarcón, E., & Cervelló, E. (2013). Relations of feed-back and teacher communication barriers with in-trinsic motivation among adolescent students in physical education. Anales de Psicología / Annals of Psychology, 29(1), 257–263. https://doi.org/10.6018/analesps.29.1.161881
Issue
Vol. 29 No. 1 (2013)
Section
Psychology of Sport and Physical Activity

 

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