Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

Hernández-Andreo, Lidia; Gómez-López, Manuel; Mármol, Alberto Gómez; García-Vélez, Antonio Joaquín; Martínez, Bernardino Javier Sánchez-Álcaraz

doi:10.25115/ecp.v14i28.4177

Cited by 12 publications

(10 citation statements)

References 12 publications

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“…En este sentido, según la Teoría de la Autodeterminación, la motivación intrínseca y extrínseca afloran cuando la autoeficacia se desarrolla provocando un incremento de la motivación autodeterminada, gracias a la satisfacción de las necesidades psicológicas básicas (NSB) de la autonomía, la competencia y las relaciones personales (Deci & Ryan, 2000;Ryan & Deci, 2017), vinculando los hábitos a la motivación (Hernández-Andreo et al, 2021;Stover et al, 2017). Además, se debe tener en cuenta que la satisfacción de las NSB puede ser predictora positiva tanto de la motivación autónoma, como del autoconcepto físico del alumnado, aumentando la fidelización en la práctica (Valero-Valenzuela et al, 2021).…”

Section: Introductionunclassified

Influencia de la satisfacción e importancia de la educación física en el abandono deportivo

Aznar-Ballesta¹,

Santana²

2023

ESPIRAL

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El objetivo del estudio fue analizar la influencia que la satisfacción, aburrimiento e importancia que le atribuyen los estudiantes a la asignatura de educación física, tiene sobre el abandono deportivo extraescolar, asociando los factores y determinando los motivos de abandono. Se utilizó un diseño transversal con una muestra de 925 alumnos de secundaria con edades entre 12 y 18 años, de los que 263 habían abandonado la práctica deportiva. Se aplicó un cuestionario ad hoc, la Escala de satisfacción adaptada a la educación física (ES-EF), la Escala de Importancia de la Educación Física (IEF) y la Escala de Motivos de abandono de la práctica de actividad físico deportiva. El alumnado que había abandonado la práctica mostró valores intermedios de satisfacción e importancia respecto a la asignatura. El principal motivo de abandono fue la falta de tiempo. Las chicas mostraron mayores porcentajes de abandono deportivo. La satisfacción predijo negativamente los motivos personales de abandono, la importancia y el aburrimiento fueron predictores positivos de los motivos ambientales/sociales y los motivos actitudinales respectivamente. Como conclusión, los docentes de EF deben implantar metodologías que favorezcan la satisfacción, teniendo en cuenta el posible agotamiento de los estudiantes.

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Section: Introductionunclassified

Influencia de la satisfacción e importancia de la educación física en el abandono deportivo

Aznar-Ballesta¹,

Santana²

2023

ESPIRAL

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“…An evaluation was carried out of the tolerance index and the independence of the variables included in the regression equation. The tolerance index calculated was between .67 and .86 while the variance inflation factor (VIF) was between 1.01 and 1.45; these values rule out the probability of error derived from possible collinearity (Hair et al, 2018). Similarly, the values obtained for the Durbin-Watson statistic (between 1.67 and 1.92) confirm the independence of the data (Gil, 2003).…”

Section: Linear Regressionmentioning

confidence: 73%

“…For example, in a study looking at secondary school students, Estrada (2020) concluded that the higher the students' EI developmental levels, the higher their levels of resilience. Furthermore, both constructs are related to developing socio-emotional competencies (González-Fernández et al, 2022), so both capacities, along with the competencies associated with them, could be strengthened, and enhanced if they were worked on together in the educational field (Cejudo et al, 2016;Hernández-Andreo et al, 2021;Troy et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

<p>Emotional intelligence and resilience in secondary school Physical Education students during the COVID-19 pandemic</p>

Torres-Gázquez

López-García

Gallegos

2023

ESPIRAL

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Emotional intelligence (EI) and resilience play an important role in the lives of adolescents, and this has been especially so during the coronavirus pandemic, which has affected the mental health of young people. The study objectives were: (i) to analyse the correlations between the EI variables and resilience; (ii) to analyse the differences between the resilience variable and the EI variables according to the sex variable; and (iii) to analyse the predictive relationship between the EI variables and the resilience variable according to sex. A cross-sectional, observational, and descriptive design study was carried out with a convenience sample consisting of 150 students (78 girls; 72 boys) between the ages of 12 and 18 years (M=14.83; SD=1.72). The scales administered were: The Emotional Quotient Inventory and the Resilience Scale. The descriptive statistics were calculated - Student's T test was used to check for differences based on the sex variable, and linear regression analysis was performed to check the prediction ratio of the EI subscales on resilience. The results demonstrated positive and significant relationships between the EI variables and resilience, with EI and resilience being higher in boys than in girls - this differs from previous data, perhaps influenced by the Covid-19 pandemic. The results also reflect that EI positively predicts resilience to a greater extent in boys than in girls.

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“…The scientific literature has shown the importance of students’ intrinsic satisfaction, development of emotional intelligence, their basic psychological needs in school, academic motivation, self-esteem, and even the physical activity they practice in their leisure time (PA-LT), having an impact on students’ learning process [ 3 , 4 , 5 , 6 , 7 ]. Despite the fact that the international literature is rather clear, there are just a few national researchers that analyze these factors in the Mexican adolescents’ learning process framework [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Academic Psychological Variables, Physical Education, and Physical Activity Levels of Mexican Students

Baños

Espinoza-Gutiérrez

Calleja-Núñez

et al. 2023

Behavioral Sciences

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Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school.

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Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

Cited by 12 publications

References 12 publications

Influencia de la satisfacción e importancia de la educación física en el abandono deportivo

Influencia de la satisfacción e importancia de la educación física en el abandono deportivo

<p>Emotional intelligence and resilience in secondary school Physical Education students during the COVID-19 pandemic</p>

Analysis of Academic Psychological Variables, Physical Education, and Physical Activity Levels of Mexican Students

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