Motivational climate, interest, effort and learning progression in Chilean adolescents in relation to gender and physical activity
Abstract
The aim of this study was to examine whether a relationship exists between the motivational climate and adolescents' interest, effort, and progression in learning in Physical Education classes, considering both gender and physical activity level. The following questionnaires were applied: PMCSQ-2, IEPA, AYES, and PAQ-C to a sample of n=3169 Chilean adolescents. The results were studied through descriptive and correlational analyses showing that there are statistically significant correlations when students perceive that the teacher acts intentionally in their classes towards the task climate, they show greater interest, effort and progression in their learning, highlighting greater motivation in the group that has mild PA in both males and females. But when these variables are related to ego climate, they only correlate positively in men, and negatively in women. When the dispositional and contextual variables are correlated, there is greater interest, effort and progress in learning in the PE class in men. It is necessary for PE teachers to focus their classes on the homework climate, because this will promote greater interest, effort and progression in learning, and will encourage possible adherence to the acquisition of healthier lifestyles.
Downloads
References
Agraso-López, A. D., García-Cantó, E., Carrillo-López, P. J., & Moral-García, J. E. (2021). Relación entre la enseñanza bilingüe en EF con el rendimiento académico y nivel de práctica de AF. Papeles Salmantinos de Educación, 25, 117-139.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doiorg/101159/000094368
Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50-63. https://doiorg/101016/jlearninstruc201707006
Cádiz-Chacón, P., Barrio-Mateu, L., León-Valladares, D., Hernández-Sánchez, A., Milla-Palma. M., & Sotomayor-Fernández, M. (2021) Motivación contextual desde la autodeterminación en las clases de EF. Retos, 41, 88-94 https://doiorg/1047197/retosv0i4180998
Castro-Sánchez, M., Zurita-Ortega, F., & Chacón-Cuberos, R. (2018). Inteligencia emocional en deportistas en función del sexo, la edad y la modalidad deportiva practicada. Sportis, 4(2), 288-305. https://doiorg/1017979/sportis2018423296
Castro, S., Ochoa-Araya, S. I., & Amoreti-Arévalo, E. P. (2023). Barreras y motivaciones percibidas por escolares chilenos en relación con la AF y alimentación saludable: Un estudio cualitativo. Retos, 50, 1079-1084. https://doiorg/1047197/retosv5099028
Cecchini, J. A., Fernández, J. L., & Cecchini, C. (2013) La cultura del esfuerzo en las clases de EF. Cultura y Educación, 25(4), 523-534. https://doiorg/101174/113564013808906924
Cecchini, J. A., González-Pienda, J. A., Méndez, A., Fernández-Río, J., Fernández-Losa, J. L., & González, C. (2014). Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales. Psicothema, 26(1), 76-83.
Cecchini, J. A., Méndez, A., & Fernández-Río, J. (2015). Perfiles contextuales y su relación con las variables disposicionales en el aprendizaje del alumnado de Educación Secundaria. Estudios Sobre Educación, 28, 29-50. https://doiorg/1015581/0042829-50
Cecchini, J. A., Méndez, A., & Fernández-Río, J. (2016). Hacia un modelo jerárquico contextual y disposicional del aprendizaje. Universitas Psychologica, 15(2), 217-229. http://dxdoiorg/1011144/Javerianaupsy15-2mjcd
Chacón-Cuberos, R., Padial-Ruz, R., González-Valero, G., Zurita-Ortega, F., & Puertas-Molero, P. (2019). Motivación y estrategias de aprendizaje en estudiantes de grado en Educación Primaria: análisis según factores académicos y hábitos saludables. Sportis, 5(3), 469-483. https://doiorg/1017979/sportis2019535465
Claver, F., Martínez-Aranda, L. M., Conejero, M., & Gil-Arias, A. (2020). Motivation, discipline and academic performance in physical education: A holistic approach from achievement goal and self-determination theories. Frontiers in Psychology, 11, 1-11. https://doiorg/103389/fpsyg202001808
Colquehuanca, O. D. (2022). Variables contextuales y disposicionales para el aprendizaje del inglés en estudiantes de secundaria [Repositorio de tesis Licenciatura Lingüística e Inglés]. Universidad Peruana Unión. http://hdlhandlenet/2050012840/6352
Escriva-Boulley, G., Tessier, D., Ntoumanis, N., & Sarrazin, P. (2018). Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 7(2), 218-234. https://psycnetapaorg/doi/101037/spy0000119
Estruch, R. & Ros, E. (2020). The role of the Mediterranean diet on weight loss and obesity-related diseases. Reviews in Endocrine and Metabolic Disorders, 21(3), 315-327. https://doiorg/101007/s11154-020-09579-0
Fastrich, G. M., Kerr, T., Castel, A. D., & Murayama, K. (2018). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science, 4(3), 227-250. https://doiorg/101037/mot0000087
Fernández, A., Naves, J., San Pedro, M. B., & González, C. (2019). La estrategia Target como mejora de la motivación intrínseca, la disposición hacia el aprendizaje y la valoración del contexto. Revista Inclusiones, 6(2), 107-132.
Franco, M. & Menescardi, C. (2020). Análisis de factores motivacionales en la práctica de AF del alumnado de educación secundaria obligatoria en un centro de Valencia. Sportis, 6(2), 266-285.
Froment, F., & de-Besa, M. (2022). La predicción de la credibilidad docente sobre la motivación de los estudiantes: el compromiso y la satisfacción académica como variables mediadoras. Revista de Psicodidáctica, 27(2), 149-157. https://doi.org/10.1016/j.psicod.2022.04.003
González-Cutre, D., Sicilia, A., & Moreno, J. A. (2008). Modelo cognitivo-social de la motivación de logro en EF. Psicothema, 20, 642-651.
González-Valero, G., Zurita-Ortega, F., & Martínez-Martínez, A. (2017). Panorama motivacional y de AF en estudiantes: Una revisión sistemática. ESHPA- Educatión, Sport, Health and Physical Activity, 1(1), 41-58. http://hdlhandlenet/10481/48961
Hernández-Martín, P., Guevara-Ingelmo, R. M., Urchaga-Liago, J. D., & Moral-García, J. E. (2020). Autopercepción de la motivación en las clases de EF según el sexo, la edad y el tipo de práctica físico-deportiva. Papeles Salmantinos de Educación, 24, 149-162 https://doiorg/1036576/summa132087
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2007). Metodología de la Investigación, 4th ed. McGraw-Hill.
Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70(2), 151-179.
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doiorg/101207/s15326985ep4102_4
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds). The role of interest in learning and development (pp 3-25). Hillsdale, NJ: Erlbaum.
Kristjánsdóttir, H., Matthíasdóttir, Á., & Saavedra, J. M. (2022). Orientation and motivational climate in elite handball players: Multivariate modeling of performance. Nordic Psychology, 74(2), 125-137. https://doiorg/101080/1901227620211922304
Leyton, M., Batista, M., & Jiménez-Castuera, R. (2020). Modelo de predicción de los estilos de vida saludables a través de la Teoría de la Autodeterminación de estudiantes de EF. Revista de Psicodidáctica, 25(1), 68-75. https://doiorg/101016/jpsicod201905002
Ligneul, R., Mermillod, M., & Morisseau, T. (2018). From relief to surprise: Dual control of epistemic curiosity in the human brain. NeuroImage, 181, 490-500. https://doiorg/101016/jneuroimage201807038
Liu, W. C., Wang, C. K. J., Marshall-Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective. Journal of Education, 200(3), 185-195.
Macey, W., & Schneider, B. (2008). The Meaning of Employee Engagement. Industrial and Organizational Psychology, 1, 3-30. https://doiorg/101111/j1754-943420070002x
Manchola-Gonzalez, J., Bagur-Calafat, C., & Girabente-Farrés, M. (2017). Fiabilidad de la versión española del cuestionario de AF PAQ-C. Revista Internacional de Medicina y Ciencias de la AF y el Deporte, 17(65), 139-152. http://dxdoiorg/1015366/rimcafd201765008
Martín, D., González, C., Zagalaz, M. L., & Chinchilla, J. J. (2018). Extracurricular physical activities: Motivational climate, sportspersonship, disposition and context. A study with primary 6th grade students. Journal of Human Sport & Exercise, 13(2) 466-486. https://doiorg/1014198/jhse201813218
Melguizo-Ibáñez, E., Zurita-Ortega, F., Ubago-Jiménez, J. L., López-Gutiérrez, C. J., & González-Valero, G. (2022). An explanatory model of the relationships between sport motivation, anxiety and physical and social self-concept in educational sciences students. Current Psychology, 42(18), 15237-15247. https://doiorg/101007/s12144-022-02778-9
Moral-García, J. E., López-García, S., Urchaga, J. D., Maneiro, R., & Guevara, R. M. (2021). Relación entre motivación, sexo, edad, composición corporal y AF en escolares. Apunts EF y Deportes, 2(144), 1-9. https://doiorg/105672/apunts2014-0983es(2021/2)1440
Moral-García, J. E., Roman-Palmero, J. R., López-García, S. L., Rosa-Guillamón, A., Pérez-Soto, J. J., & García-Cantó, E. (2019). Propiedades psicométricas de la Escala de Motivación Deportiva y análisis de la motivación en las clases de EF y su relación con nivel de práctica de AF extraescolar. Retos, 36, 283-289. https://doiorg/1047197/retosv36i3667783
Navarro-Patón, R., Lago-Ballesteros, J., Basanta-Camiño, S., & Arufe-Giraldez, V. (2019). Relation between motivation and enjoyment in physical education classes in children from 10 to 12 years old. Journal of Human Sport and Exercise, 14(3), 527-537. https://doiorg/1014198/jhse201914304
Newton, M., Duda, J. L., & Yin, Z. (2000). Examination of the psychometric properties of the PMCSQ-2 in a sample of female athletes. Journal of Sports Sciences, 18, 275-290. https://doiorg/101080/026404100365018
Pereira, P., Santos, F., & Marinho, D. A. (2023). Portuguese Students’ Perceptions about the Motivational Climate in Physical Education. Journal of Teaching in Physical Education, 1, 313-322. https://doiorg/101123/jtpe2021-0149
Pérez-Chávez, L. F., González-González de Mesa, C., & Zagalaz-Sáchez, M. L. (2020). Análisis de variables disposicionales y contextuales, y su relación con gestión de formación en educación superior. Revista Inclusiones, 7(Número especial), 214-232.
Pérez-Romero, N., Reigal, R. E., Franquelo, M. A., Balaguer, I., Falcó, C., Hernández-Mendo, A., & Morales-Sánchez, V. (2022). Testing the Psychometric Properties and Measurement Invariance of the PMCSQ-2: Online Assessment. Sustainability, 14 (22), 14891. https://doiorg/103390/su142214891
Poblete-Valderrama F., Vera-Sagrado, A., Urrutia-Medina, J., & (2023). Rol del autoconcepto físico, motivación de logro y actitudes hacia la EF en función del sexo. Retos, 48, 461-469. https://doiorg/1047197/retosv4896398
Puertas-Molero, P., González-Valero, G., Melguizo-Ibáñez, E., Valverde-Janer, M., Ortega-Caballero, M., & Ubago-Jiménez, J. L. (2022). Evolución de la producción científica del síndrome de burnout, inteligencia emocional y práctica de actividad físico-saludable en docentes. International Journal of Developmental and Educational Psychology, 1(2), 359-368.
Ramírez-Granizo, I. A., Zurita-Ortega, F., Sánchez-Zafra, M., & Chacón-Cuberos, R. (2019). Análisis del clima motivacional hacia el deporte y el uso problemático de videojuegos en escolares de Granada. Retos, 35, 255-266. https://doiorg/1047197/retosv0i3562584
Rojo-Ramos, J., González-Becerra, M. J., Gómez-Paniagua, S., Merellano-Navarro, E., & Adsuar, J. C. (2022). Analysis of the motivation of students of the last cycle of primary school in the subject of physical education. International Journal of Environmental Research and Public Health, 19(3), 1332. https://doiorg/103390/ijerph19031332
Rokka, S., Kouli, O., Bebetsos, E., Goulimaris, D., & Mavridis, G. (2019). Effect of Dance Aerobic Programs on Intrinsic Motivation and Perceived Task Climate in Secondary School Students. International Journal of Instruction, 12(1), 641-654.
Varela-García, I., Paramio-Pérez, G., & Almagro, B. J. (2019). Análisis de la motivación en las clases de EF de primer ciclo de Primaria. E-Motion: Revista de Educación, Motricidad e Investigación, 12, 28-45. https://doiorg/1033776/remov0i123680
Vargas-Viñado, J. F. & Herrera-Mor, E. (2020). Motivación hacia la EF y AF habitual en adolescentes. Ágora para la Educación Física y el Deporte, 22, 187-208. https://doiorg/1024197/aefd02020187-208
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
