medigraphic.com
ISSN 0185-3325 (Print)
Órgano Oficial del Instituto Nacional de Psiquiatría Ramón de la Fuente Muñiz

2016, Number 4

<< Back Next >>

Salud Mental 2016; 39 (4)

El papel del profesor en la motivación y la salud mental de los estudiantes de educación física

Zamarripa J, Castillo I, Tomás I, Tristán J, Álvarez O

Language: Spanish
References: 33
Page: 221-227
PDF size: 189.95 Kb.


ABSTRACT

Introduction Self-Determination Theory (SDT) suggests that individuals with autonomous regulations hold greater levels of optimal functioning than those with controlling regulations. In addition, SDT underlines the importance of social aspects within motivational processes. In the educational setting, teachers’ interpersonal style while giving instructions represents one of the most prominent social factors for triggering students’ motivation. Therefore, contexts that foster autonomous motivation are considered the most suitable for promoting pupils’ optimal growth and mental health.
Objective To examine if students’ perception of Physical Education Teachers’ support of their needs of autonomy, competence and relatedness could help encouraging their well-being and reducing their ill-being, through the mediating role of motivation.
Method Participants were 734 secondary school students between 11-17 years old. We used a cross-sectional design. Statistical analyses were carried out using structural equation modeling.
Results The degree to which the students perceived that the teacher-created context supported their autonomy, competence and relatedness predicted positively their autonomous motivation and negatively their no motivation, which in turn predicted positively well-being and negatively ill-being.
Discussion and conclusion Our results highlight the importance of autonomous motivation as the most powerful mediation mechanism for improving well-being and avoiding ill-being in physical activity classes. This research confirms and extends the finding of the self-determination theory within the Mexican population.


REFERENCES

  1. Sallis J, Owen N. Physical activity & behavioral medicine. Tercera edición. California: SAGE; 1999; 210.

  2. Sallis J. Influences on physical activity of children, adolescents, and adults. PCPFS Research Digest 1999;1(7):1-4.

  3. Standage M, Duda JL, Ntoumanis N. A test of self-determination theory in school physical education. Br J Educ Psychol 2005;75(3):411- 433.

  4. Deci E, Ryan R. Intrinsic motivation and self-determintion in human behavior. New York: Plenum Press; 1985; p.371.

  5. Deci E, Ryan R. Handbook of self-determination research. New York: The University Rochester Press; 2002; p.449.

  6. Deci E, Ryan R. The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychol Inq 2000;11(4):227- 268.

  7. Ntoumanis N. A self-determination approach to the understanding of motivation in physical education. Br J Educ Psychol 2001;71(2):225-242.

  8. Zhang T, Solmon MA, Kosma M, Carson RL et al. Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. J Teach Phys Educ 2011;30(1):51-68.

  9. Grasten A, Jaakkola T, Liukkonen J, Watt A et al. Prediction of enjoyment in school physical education. J Sports Sci Med 2012;11:260-269.

  10. Bryan CL, Solmon MA. Student motivation in physical education and engagement in physical activity. J Sport Behav 2012;35:267-285.

  11. Ryan R, Deci E. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemp Educ Psychol 2000;25(1):54-67.

  12. Vallerand R, Bissonnette R. Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. J Pers 1992;60(3):599-620.

  13. Ntoumanis N, Standage M. Motivation in physical education classes. Theory Res Educ 2009;7(2):194-202.

  14. Taylor IM, Ntoumanis N. Teacher motivational strategies and student self-determination in physical education. J Educ Psychol 2007;99(4):747-760.

  15. Chatzisarantis NLD, Hagger MS. Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychol Health 2009;24(1):29-48.

  16. Moreno Murcia JA, Parra Rojas N, González-Cutre Coll D. Influencia del apoyo a la autonomia, las metas sociales y la relacion con los demas sobre la desmotivacion en educacion fisica. Psicothema 2008;20:636- 641.

  17. Standage M, Duda JL, Ntoumanis N. Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Res Q Exerc Sport 2006;77(1):100-110.

  18. Vlachopoulos SP. The role of self-determination theory variables in predicting middle school students’ subjective vitality in physical education. Hellenic J Psychol 2012;9(2):179-204.

  19. Sánchez-Oliva D, Leo FM, Amado D, Cuevas R et al. Desarrollo y validación del cuestionario de apoyo a las necesidades psicológicas básicas en educación física. Mot Eur J Hum Mov 2013;30:53-71.

  20. Van den Berghe L, Vansteenkiste M, Cardon G, Kirk D et al. Research on self-determination in physical education: key findings and proposals for future research. Phys Educ Sport Pedagog 2014;19(1):97-121.

  21. Viira R, Koka A. Participation in afterschool sport: relationship to perceived need support, need satisfaction, and motivation in physical education. Kinesiology 2012;44(2):199-208.

  22. Zhang T, Solmon MA, Gu XL. The role of teachers’ support in predicting students’ motivation and achievement outcomes in physical education. J Teach Phys Educ 2012;31(4):329-343.

  23. Zamarripa J, Castillo I, Tomás I, López-Walle J. Validación Mexicana del Cuestionario de Apoyo a las Necesidades Psicológicas Básicas. Rev Mex Psicol (en prensa).

  24. Goudas M, Biddle S, Fox K. Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. Br J Educ Psychol 1994;64(3):453-463.

  25. Ebbeck V, Weiss MR. Determinants of children’s self-esteem: an examination of perceived competence and affect in sport. / Determinants de l’amour propre des enfants: etude de leur perception de leur propre competence et de leur affects en sport. Pediatr Exerc Sci 1998;10(3):285- 298.

  26. Merino MD, Privado J, Gracia Z. Validación mexicana de la Escala de Funcionamiento Psicológico Positivo. Perspectivas en torno al estudio del bienestar y su medida. Salud Ment 2015;38(2):109-115.

  27. Cheung, GW, Rensvold, RB. Evaluating Goodness-of-Fit Indices for testing measurement invariance. Struct Equ Modeling 2002;9:233-255.

  28. Marsh HW, Hau KT, Wen Z. In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Struct Equ Modeling 2004;11:320-341.

  29. Chen, FF. Sensitivity of goodness of fi t indexes to lack of measurement invariance. Struct Equ Modeling 2007;14:464-504.

  30. Jöreskog K, Sörbom D. LISREL 8.80. Structural equation modeling with the simplis command language (Software de cómputo). Chicago, EU: Scientific Software International; 2006.

  31. MacKinnon DP. Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum; 2008.

  32. Taylor AB, MacKinnon DP, Tein J. Tests of the three-path mediated effect. Organ Res Methods 2008;11:241-269.

  33. MacKinnon DP. Contrasts in multiple mediator models. En: Rose JS, Chassin L, Presson CC, Sherman SJ (eds.). Multivariate applications in substance use research. Mahwah, NJ: Lawrence Erlbaum Associates, Inc; 2000; pp.141-160.




2020     |     www.medigraphic.com