Análisis preliminar exploratorio del “Sport Motivation Scale (SMS)” adaptado a la educación física

Gallegos, Antonio Granero; Extremera, Antonio Baena

doi:10.25115/ecp.v6i12.953

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Finally, in terms of criterion validity highlighted in the hypothesis, the data show higher IM in boys, results in line with those in previous research with SMS (e.g., [82]). Other papers have shown high values in boys in IM, IDR, INTR, EM, and AMO [83].…”

Section: Discussionsupporting

confidence: 91%

Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students

Gallegos

Gómez-López

González-Hernández

et al. 2018

IJERPH

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The objective of this work was to provide evidence on the dimensionality of the Spanish version of Sport Motivation Scale II adapted to physical education (SMS-II-PE) in one of its hypothesized models (6 factors). A sample of 1055 secondary education students of the Region of Murcia, Spain, aged between 12 and 17 years, was used. As an instrument, the SMS-II-PE was used. The factorial structure was examined with confirmatory factor analysis, and internal consistency and invariance by sex were evaluated. The results confirmed that the Spanish model of 6 factors and 18 items presented good adjustment indicators and is valid for its application in the educational field of Physical Education lessons.

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Section: Discussionsupporting

confidence: 91%

Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students

Gallegos

Gómez-López

González-Hernández

et al. 2018

IJERPH

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“…The analyzed sample stands out for its high averages in intrinsic motivation, identified regulation and satisfaction/fun (Table 1), and may be the cause of a positive evaluation of PE classes [49][50][51][52]. This fact is of great relevance, since motivation is a key factor that can influence the results of academic performance, as has already been noted, since high learning achievements are often attributed to the greater motivation of students and environments that favor motivation [53].…”

Section: Discussionmentioning

confidence: 99%

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

et al. 2018

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Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

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“…Escala de Motivación en el Deporte (SMS). Se empleó la versión validada al castellano por Núñez et al (2006) y adaptada a la EF (Granero-Gallegos & Baena-Extremera, 2013). La escala original se denominó Échelle de Motivation dans les Sports (ÉMS; Brière et al, 1995) y fue traducida al inglés por Pelletier et al (1995) pasando a denominarse Sport Motivation Scale (SMS).…”

Section: Instrumentosunclassified

Predicción de la motivación autodeterminada según las orientaciones de meta y el clima motivacional en Educación Física (Prediction of self-determined motivation as goal orientations and motivational climate in Physical Education)

Granero‐Gallegos¹,

Extremera²

2015

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La finalidad de este estudio fue analizar la predicción de la motivación autodeterminada a partir de las orientaciones de meta y el clima motivacional que percibe el alumnado en las clases de Educación Física. La muestra estuvo compuesta por 1298 alumnos de Educación Secundaria, de ocho centros de Educación Secundaria de las provincias de Almería, Granada y Málaga, con edades entre 12 y 19 años (M = 15.13; DT = 1.43). Los instrumentos que se utilizaron para la recogida de la información fueron las versiones en castellano y adaptadas a la Educación Física de: Escala de Motivación Deportiva, Cuestionario de Orientación al Aprendizaje y al Rendimiento en las Clases de Educación Física y Cuestionario de Percepción de Éxito. Los datos se analizaron estadísticamente mediante un análisis descriptivo, de correlación y de regresión múltiple por pasos. Los resultados muestran que la mayoría de los alumnos se encuentran orientados a la tarea, perciben un clima aprendizaje y están motivados intrínsecamente. Asimismo, en chicos el principal predictor de la autodeterminación es el clima rendimiento, mientras que en las chicas es el clima aprendizaje. Palabras clave: Motivación, orientación de meta disposicional, profesor, adolescencia.Abstract: The aim of this study was to analyze the prediction of self-determined motivation from goal orientations and perceived motivational climate that students perceive in physical education classes. The sample consisted of 1298 students of Secondary Education from eight secondary schools in the provinces of Almería, Granada and Málaga, aged between 12 and 19 years (M = 15.13 , DT = 1.43 ). The instruments that were used for the collection of information were these Spanish versions adapted to the Physical Education: Sport Motivation Scale,Learning and Performance Orientations in Physical Education Classes Questionnaire and Perception of Success Questionnaire. The data were statistically analyzed using descriptive analysis, correlation and stepwise multiple regression. The results show that most students are oriented to the task, perceived a learning climate and are intrinsically motivated. In the same way, in boys the main predictor of self-determination is the climate of performance, while in the girls it is the climate of learning.Keywords: Motivation, dispositional goal orientation, teacher, adolescence.

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Análisis preliminar exploratorio del “Sport Motivation Scale (SMS)” adaptado a la educación física

Cited by 7 publications

References 10 publications

Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students

Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Predicción de la motivación autodeterminada según las orientaciones de meta y el clima motivacional en Educación Física (Prediction of self-determined motivation as goal orientations and motivational climate in Physical Education)

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