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http://hdl.handle.net/10662/22094
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Campo DC | Valor | idioma |
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dc.contributor.author | Diloy Peña, Sergio | - |
dc.contributor.author | Abós Catalán, Ángel | - |
dc.contributor.author | Sevil Serrano, Javier | - |
dc.contributor.author | García Cazorla, Javier | - |
dc.contributor.author | García González, Luis, 1981- | - |
dc.date.accessioned | 2024-08-27T07:54:28Z | - |
dc.date.available | 2024-08-27T07:54:28Z | - |
dc.date.issued | 2024 | - |
dc.identifier.issn | 1356-336X | - |
dc.identifier.uri | http://hdl.handle.net/10662/22094 | - |
dc.description | Publicado en: European Physical Education Review, 2024, vol. 30, nº 3; con DOI: https://doi.org/10.1177/1356336X24122935 | es_ES |
dc.description.abstract | Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age (Mage) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle. | es_ES |
dc.format.extent | 33 p. | es_ES |
dc.format.mimetype | application/pdf | en_US |
dc.language.iso | eng | es_ES |
dc.publisher | Sage Journals | es_ES |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Conductas de apoyo a las necesidades | es_ES |
dc.subject | Conductas de frustración de las necesidades | es_ES |
dc.subject | Modelo circumplejo | es_ES |
dc.subject | Educación física | es_ES |
dc.subject | Educación secundaria | es_ES |
dc.subject | Consecuencias | es_ES |
dc.subject | Need-supportive behaviors | es_ES |
dc.subject | Need-thwarting behaviors | es_ES |
dc.subject | Circumplex mode | es_ES |
dc.subject | Physical education | es_ES |
dc.subject | Secondary education | es_ES |
dc.subject | Consequences | es_ES |
dc.title | Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: differences by gender, grade level, experiences, intention to be active, and learning | es_ES |
dc.type | article | es_ES |
dc.description.version | notPeerReviewed | es_ES |
europeana.type | TEXT | en_US |
dc.rights.accessRights | openAccess | es_ES |
dc.subject.unesco | 5899 Otras Especialidades Pedagógicas (Educación Física y Deportes) | es_ES |
dc.subject.unesco | 6106.08 Motivación | es_ES |
dc.subject.unesco | 5803.02 Preparación de Profesores | es_ES |
dc.subject.unesco | 6310.09 Calidad de Vida | es_ES |
europeana.dataProvider | Universidad de Extremadura. España | es_ES |
dc.identifier.bibliographicCitation | Diloy-Peña, S., Abós, Á., Sevil-Serrano, J., García-Cazorla, J., & García-González, L. (2024). Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning. European Physical Education Review, 0(0). 33 p. https://doi.org/10.1177/1356336X241229353 | es_ES |
dc.type.version | submittedVersion | es_ES |
dc.contributor.affiliation | Universidad de Zaragoza | es_ES |
dc.contributor.affiliation | Universidad de Extremadura. Departamento de Didáctica de la Expresión Musical, Plástica y Corporal | es_ES |
dc.relation.publisherversion | https://journals.sagepub.com/doi/10.1177/1356336X241229353 | es_ES |
dc.identifier.doi | 10.1177/1356336X241229353 | - |
dc.identifier.publicationtitle | European Physical Education Review | es_ES |
dc.identifier.e-issn | 1741-2749 | - |
dc.identifier.orcid | 0000-0002-2077-1983 | es_ES |
Colección: | DDEMU - Artículos |
Archivos
Archivo | Descripción | Tamaño | Formato | |
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1356336X2412293_AAM.pdf | 697,41 kB | Adobe PDF | Descargar |
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