Elisa Huéscar - Academia.edu (original) (raw)
Papers by Elisa Huéscar
r e s u M e n El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, ... more r e s u M e n El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación no verbal y evitación de las barreras de la comunicación del profesorado de Educación Física con la motivación intrínseca del alumnado. Participaron 214 estudiantes
Frontiers in Psychology, 2021
There is a growing concern about the increasing decline in physical activity among adolescents. I... more There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10–14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents’ MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The result...
International Journal of Environmental Research and Public Health, 2021
The motivational style that teachers adopt during their interactions with their students in class... more The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. ...
Para avanzar en el conocimiento de las razones de practica de las mujeres comprometidas con una a... more Para avanzar en el conocimiento de las razones de practica de las mujeres comprometidas con una actividad fisico-deportiva y contribuir a la disminucion de las altas tasas de mujeres sedentarias, este trabajo estudia los motivos de practica de mujeres practicantes versus no practicantes, con una muestra de 197 y 164 mujeres, respectivamente. Con una muestra de 328 mujeres, las propiedades psicometricas del Cuestionario de contenido de los objetivos en el ejercicio (GCEQ) de Sebire, Standage, y Vansteeskiste (2008) mostraron que la escala era valida y fiable para medir los motivos de practica en mujeres. El motivo salud mostro valores medios mas altos, seguido de la imagen y el desarrollo de la habilidad. Concretamente, las practicantes valoraban mas la salud y desarrollo de la habilidad, mientras que las no practicantes declararon que practicarian por afiliacion y reconocimiento social. Se discuten estos resultados respecto a la optimizacion de futuros programas orientados a la mujer.
International Journal of Environmental Research and Public Health, 2021
The aim of this cross-sectional study was to analyse the relationships between the satisfaction o... more The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantl...
Estudios sobre Educación, 2021
Teaching and Teacher Education, 2022
Sustainability, 2021
Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to ... more Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical s...
RICYDE. Revista internacional de ciencias del deporte, 2021
El objetivo fue diseñar y validar psicométricamente una escala pictórica sobre la motivación haci... more El objetivo fue diseñar y validar psicométricamente una escala pictórica sobre la motivación hacia la práctica deportiva en niños de 6 a 11 años de edad. Se llevaron a cabo dos estudios utilizando diferentes muestras (132 y 156 estudiantes, de 6 a 11 años, respectivamente). En el estudio 1 se diseñó la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) comprobando su estructura factorial exploratoria y consistencia interna. En el estudio 2 se cumplimentaron la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) y la Escala de Competencia Motriz Percibida Infantil. Los resultados confirmaron una adecuada estructura psicométrica para la EPMDI, quedando nueve ítems (imagen y frase) en tres dimensiones de tres ítems cada una (motivación intrínseca, motivación extrínseca y desmotivación). Este instrumento se presenta válido y fiable para evaluar la motivación hacia la práctica físico-deportiva en edades tempranas, siendo necesarios más estudios que corroboren los resultados ...
Sustainability, 2021
Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the i... more Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of...
Current Psychology, 2021
The objective of this study was to test a multilevel model about the relationship between teacher... more The objective of this study was to test a multilevel model about the relationship between teacher's controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher's controlling style negatively predicts the relatedness, but does not predict the students' group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms.
Frontiers in Psychology, 2021
Using the Self-Determination Theory as a framework, this study tests the predictive capacity of t... more Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the s...
Frontiers in Psychology, 2020
The purpose of this study was to examine the effects of a physical activity-based intervention co... more The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.
European Journal of Education and Psychology, 2018
El objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su re... more El objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su relación con la percepción de competencia del estudiante en educación superior. Para ello se utilizó una muestra de 276 estudiantes universitarios españoles con una media de edad de 22 años a los que se les midió el estilo controlador y la necesidad psicológica básica de competencia académica. Los resultados del análisis factorial confirmatorio, análisis de consistencia interna y estabilidad temporal fueron adecuados. El estilo controlador no presentó relación con la competencia percibida. Este estudio ha permitido proporcionar una escala válida y fiable que puede ser utilizada para medir el estilo interpersonal de tipo controlador del docente en educación superior.
Universitas Psychologica, 2012
El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación n... more El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación no verbal y evitación de las barreras de la comunicación del profesorado de Educación Física con la motivación intrínseca del alumnado. Participaron 214 estudiantes de Educación Secundaria Obligatoria en clases de Educación Física. Se diseñaron y validaron la Escala de Comunicación en Educación Física (ECEF) y la Escala de Evitación de las Barreras de Comunicación en Educación Física (EEBCEF), midiéndose también la motivación intrínseca. Los resultados del análisis de propiedades psicométricas de las dos nuevas escalas fueron adecuados, considerándose como instrumentos válidos y fiables. El análisis de regresión lineal señaló que la evitación de las barreras de comunicación era el constructo con mayor poder de predicción sobre la motivación intrínseca de los estudiantes.
Universitas Psychologica, 2017
El objetivo de este estudio fue comprobar el poder de predicción de las formas de comunicación de... more El objetivo de este estudio fue comprobar el poder de predicción de las formas de comunicación del monitor de musculación, la motivación intrínseca y el disfrute en la actividad, sobre el compromiso deportivo de usuarios de salas de musculación. Participaron 287 personas practicantes de musculación de centros deportivos, a los que les midió la percepción de comunicación y las barreras de comunicación con el técnico, la motivación intrínseca, el disfrute y el grado de compromiso deportivo. El análisis de regresión lineal mostró que el uso de estrategias de comunicación adecuadas por parte del técnico de musculación, así como altos niveles de motivación intrínseca y de disfrute en la práctica predecían el compromiso futuro de los practicantes. De esta forma, el uso de estrategias eficaces de comunicación del técnico de musculación durante la interacción con los practicantes aumentaría la motivación de las personas, posibilitando una mayor adherencia a la práctica.
Journal of Teaching in Physical Education, 2019
Purpose:This study seeks to offer a motivational sequence that explains the intention of physical... more Purpose:This study seeks to offer a motivational sequence that explains the intention of physical activity among low-motivation students.Method:Participants included 1,872 students (Mage = 15.01; SDage = .83 years) from three countries. Cluster analysis (i.e., a person-centered approach) and a multigroup structural equation model (i.e., a dimensional approach) were used.Results:Three motivational profiles, namely, high motivation, high motivation with low ego, and low motivation-moderate task orientation were established. The model first tested, based on previous research findings, was found not to be invariant across the different profiles. The new model tested was determined to be suitable for the low-motivation profile.Discussion:The results revealed that widely accepted motivational sequences that explain the intention to be physically active in the future may be inapplicable for the least motivated students. The findings suggest that dispositional flow may play an important rol...
Revista de Educación, Motricidad e Investigación, 2013
En los últimos años, la teoría de la autodeterminación ha resultado de gran utilidad en la compre... more En los últimos años, la teoría de la autodeterminación ha resultado de gran utilidad en la comprensión de los aspectos relacionados con el compromiso de la práctica deportiva. No obstante, pese a que los resultados de los estudios en el contexto físico-deportivo señalan que la motivación intrínseca se relaciona con consecuencias positivas a nivel afectivo, cognitivo y conductual, son necesarias más orientaciones prácticas encaminadas a desarrollar este tipo de motivación desde el aula. En este sentido, las clases de educación física suponen un escenario idóneo para el fomento de actitudes positivas en los estudiantes hacia la actividad físico-deportiva. Este capítulo tiene como objetivo presentar, tras una breve aproximación a la teoría de la autodeterminación, una propuesta de estrategias didácticas aplicables a las clases de educación física que sirvan de ayuda al docente en la mejora de la motivación intrínseca de sus estudiantes.
Revista Latinoamericana de Psicología, 2017
This study examined the predictive relationship between perceived autonomy support from the famil... more This study examined the predictive relationship between perceived autonomy support from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the structural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.
![Research paper thumbnail of Efecto del estilo docente en la motivación de mujeres practicantes de ejercicio físico [Effect of style teaching in the motivation of women practitioners of physical exercise]](https://attachments.academia-assets.com/85729894/thumbnails/1.jpg)
](
r e s u M e n El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, ... more r e s u M e n El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación no verbal y evitación de las barreras de la comunicación del profesorado de Educación Física con la motivación intrínseca del alumnado. Participaron 214 estudiantes
Frontiers in Psychology, 2021
There is a growing concern about the increasing decline in physical activity among adolescents. I... more There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10–14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents’ MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The result...
International Journal of Environmental Research and Public Health, 2021
The motivational style that teachers adopt during their interactions with their students in class... more The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. ...
Para avanzar en el conocimiento de las razones de practica de las mujeres comprometidas con una a... more Para avanzar en el conocimiento de las razones de practica de las mujeres comprometidas con una actividad fisico-deportiva y contribuir a la disminucion de las altas tasas de mujeres sedentarias, este trabajo estudia los motivos de practica de mujeres practicantes versus no practicantes, con una muestra de 197 y 164 mujeres, respectivamente. Con una muestra de 328 mujeres, las propiedades psicometricas del Cuestionario de contenido de los objetivos en el ejercicio (GCEQ) de Sebire, Standage, y Vansteeskiste (2008) mostraron que la escala era valida y fiable para medir los motivos de practica en mujeres. El motivo salud mostro valores medios mas altos, seguido de la imagen y el desarrollo de la habilidad. Concretamente, las practicantes valoraban mas la salud y desarrollo de la habilidad, mientras que las no practicantes declararon que practicarian por afiliacion y reconocimiento social. Se discuten estos resultados respecto a la optimizacion de futuros programas orientados a la mujer.
International Journal of Environmental Research and Public Health, 2021
The aim of this cross-sectional study was to analyse the relationships between the satisfaction o... more The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantl...
Estudios sobre Educación, 2021
Teaching and Teacher Education, 2022
Sustainability, 2021
Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to ... more Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical s...
RICYDE. Revista internacional de ciencias del deporte, 2021
El objetivo fue diseñar y validar psicométricamente una escala pictórica sobre la motivación haci... more El objetivo fue diseñar y validar psicométricamente una escala pictórica sobre la motivación hacia la práctica deportiva en niños de 6 a 11 años de edad. Se llevaron a cabo dos estudios utilizando diferentes muestras (132 y 156 estudiantes, de 6 a 11 años, respectivamente). En el estudio 1 se diseñó la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) comprobando su estructura factorial exploratoria y consistencia interna. En el estudio 2 se cumplimentaron la Escala Pictórica de Motivación Deportiva Infantil (EPMDI) y la Escala de Competencia Motriz Percibida Infantil. Los resultados confirmaron una adecuada estructura psicométrica para la EPMDI, quedando nueve ítems (imagen y frase) en tres dimensiones de tres ítems cada una (motivación intrínseca, motivación extrínseca y desmotivación). Este instrumento se presenta válido y fiable para evaluar la motivación hacia la práctica físico-deportiva en edades tempranas, siendo necesarios más estudios que corroboren los resultados ...
Sustainability, 2021
Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the i... more Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of...
Current Psychology, 2021
The objective of this study was to test a multilevel model about the relationship between teacher... more The objective of this study was to test a multilevel model about the relationship between teacher's controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher's controlling style negatively predicts the relatedness, but does not predict the students' group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms.
Frontiers in Psychology, 2021
Using the Self-Determination Theory as a framework, this study tests the predictive capacity of t... more Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the s...
Frontiers in Psychology, 2020
The purpose of this study was to examine the effects of a physical activity-based intervention co... more The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students' perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.
European Journal of Education and Psychology, 2018
El objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su re... more El objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su relación con la percepción de competencia del estudiante en educación superior. Para ello se utilizó una muestra de 276 estudiantes universitarios españoles con una media de edad de 22 años a los que se les midió el estilo controlador y la necesidad psicológica básica de competencia académica. Los resultados del análisis factorial confirmatorio, análisis de consistencia interna y estabilidad temporal fueron adecuados. El estilo controlador no presentó relación con la competencia percibida. Este estudio ha permitido proporcionar una escala válida y fiable que puede ser utilizada para medir el estilo interpersonal de tipo controlador del docente en educación superior.
Universitas Psychologica, 2012
El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación n... more El objetivo de este estudio fue relacionar las estrategias de comunicación verbal, comunicación no verbal y evitación de las barreras de la comunicación del profesorado de Educación Física con la motivación intrínseca del alumnado. Participaron 214 estudiantes de Educación Secundaria Obligatoria en clases de Educación Física. Se diseñaron y validaron la Escala de Comunicación en Educación Física (ECEF) y la Escala de Evitación de las Barreras de Comunicación en Educación Física (EEBCEF), midiéndose también la motivación intrínseca. Los resultados del análisis de propiedades psicométricas de las dos nuevas escalas fueron adecuados, considerándose como instrumentos válidos y fiables. El análisis de regresión lineal señaló que la evitación de las barreras de comunicación era el constructo con mayor poder de predicción sobre la motivación intrínseca de los estudiantes.
Universitas Psychologica, 2017
El objetivo de este estudio fue comprobar el poder de predicción de las formas de comunicación de... more El objetivo de este estudio fue comprobar el poder de predicción de las formas de comunicación del monitor de musculación, la motivación intrínseca y el disfrute en la actividad, sobre el compromiso deportivo de usuarios de salas de musculación. Participaron 287 personas practicantes de musculación de centros deportivos, a los que les midió la percepción de comunicación y las barreras de comunicación con el técnico, la motivación intrínseca, el disfrute y el grado de compromiso deportivo. El análisis de regresión lineal mostró que el uso de estrategias de comunicación adecuadas por parte del técnico de musculación, así como altos niveles de motivación intrínseca y de disfrute en la práctica predecían el compromiso futuro de los practicantes. De esta forma, el uso de estrategias eficaces de comunicación del técnico de musculación durante la interacción con los practicantes aumentaría la motivación de las personas, posibilitando una mayor adherencia a la práctica.
Journal of Teaching in Physical Education, 2019
Purpose:This study seeks to offer a motivational sequence that explains the intention of physical... more Purpose:This study seeks to offer a motivational sequence that explains the intention of physical activity among low-motivation students.Method:Participants included 1,872 students (Mage = 15.01; SDage = .83 years) from three countries. Cluster analysis (i.e., a person-centered approach) and a multigroup structural equation model (i.e., a dimensional approach) were used.Results:Three motivational profiles, namely, high motivation, high motivation with low ego, and low motivation-moderate task orientation were established. The model first tested, based on previous research findings, was found not to be invariant across the different profiles. The new model tested was determined to be suitable for the low-motivation profile.Discussion:The results revealed that widely accepted motivational sequences that explain the intention to be physically active in the future may be inapplicable for the least motivated students. The findings suggest that dispositional flow may play an important rol...
Revista de Educación, Motricidad e Investigación, 2013
En los últimos años, la teoría de la autodeterminación ha resultado de gran utilidad en la compre... more En los últimos años, la teoría de la autodeterminación ha resultado de gran utilidad en la comprensión de los aspectos relacionados con el compromiso de la práctica deportiva. No obstante, pese a que los resultados de los estudios en el contexto físico-deportivo señalan que la motivación intrínseca se relaciona con consecuencias positivas a nivel afectivo, cognitivo y conductual, son necesarias más orientaciones prácticas encaminadas a desarrollar este tipo de motivación desde el aula. En este sentido, las clases de educación física suponen un escenario idóneo para el fomento de actitudes positivas en los estudiantes hacia la actividad físico-deportiva. Este capítulo tiene como objetivo presentar, tras una breve aproximación a la teoría de la autodeterminación, una propuesta de estrategias didácticas aplicables a las clases de educación física que sirvan de ayuda al docente en la mejora de la motivación intrínseca de sus estudiantes.
Revista Latinoamericana de Psicología, 2017
This study examined the predictive relationship between perceived autonomy support from the famil... more This study examined the predictive relationship between perceived autonomy support from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the structural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.