Metas de Logro 3x2, Inteligencia Emocional y Relaciones Sociales en el Contexto de la Educación Física

Giménez, Antonio Méndez; Estrada, José Antonio Cecchini; Romero, Cristina García

doi:10.21865/ridep49.4.11

Cited by 9 publications

(11 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It may also be used in the PE context similarly to the procedure followed by Riou et al (2012) with the 2 × 2 model. Moreover, the 3 × 2 achievement goal model has already been validated in the context of PE in the Spanish language (Méndez-Giménez et al, 2014, 2018). It may be relevant to investigate the relationships between the 3 × 2 achievement goal model and test anxiety in PE because separating mastery-based goals in task-based and self-based goals allowed investigating these relationships more precisely.…”

Section: Introductionmentioning

confidence: 99%

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Danthony

Mascret

Cury

2020

European Physical Education Review

View full text Add to dashboard Cite

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

show abstract

Section: Introductionmentioning

confidence: 99%

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Danthony

Mascret

Cury

2020

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…According to self-determination theory, a student will be self-determined when their psychological needs (competence, autonomy, and relatedness) are fulfilled (Niemiec & Ryan, 2009). Interestingly, a clear correlation exists between psychological needs and EI level in elementary and secondary education students (Cera Castillo et al, 2015; Fierro-Suero et al, 2019; Martín de Benito & Guzmán Luján, 2012; Méndez-Giménez et al, 2018; 2019; Siskos et al, 2012; Trigueros et al, 2019). One of the reasons may be that a low level of psychological need leads to low motivation to engage in the socialization and communication situations that PE promotes and minimizing progression in EI.…”

Section: Discussionmentioning

confidence: 99%

Developing Emotional Intelligence through Physical Education: A Systematic Review

Rico-González

2023

Percept Mot Skills

View full text Add to dashboard Cite

The development of Emotional Intelligence (EI) has gained importance in the context of goals to spur a new generation of people intent upon improving human health. Physical education (PE) is a suitable curriculum subject in which to train EI. Therefore, our aim in this review is to summarize existing literature pertaining to EI within PE, while seeking particular guidance on how to best teach EI. We systematically reviewed PubMed, ERIC, Education Database, Scopus, SPORTDiscus, Cochrane, and FECYT (i.e., Web of Sciences, CCC, DIIDW, KJD, MEDLINE, RSCI, and SCIELO) databases up to January 24, 2022. From 248 studies initially located, 28 were included in a final qualitative synthesis. These 28 studies were sub-divided into (i) correlation and (ii) intervention studies with an intervention group, possibly a control group, and with pre-test and post-test outcome measures. There was a clear correlation between EI-motivation and EI-psychological needs, and there emerged the following types of educational programs for developing EI within PE: (a) pedagogical models based on corporal expression and relaxation, (b) Cooperative Learning (e.g., the Sport Education Model), (c) community engagement interventions (e.g., Social-Emotional Learning, the Teaching Personal and Social Responsibility model, and Service Learning), and (d) augmented reality games. Most successful EI programs included themes of collaborative work, concern for others, and social welfare. Including EI as a PE goal will require developing students’ personality and encouraging PE teachers to focus on EI within pedagogical models based on community engagement.

show abstract

“…La estrategia que se plantea, de vinculación de programas educativos-sociales como es el programa Delfos con la mejora del autocontrol mediante sesiones práctica dentro de las clases de educación física es eficaz, lo corroboran los resultados de Cecchini, Losa, González & Arruza, (2008); Méndez Gimenez, Cecchini Estrada, & García, (2018); Sánchez-Alcaraz, López-Jaime, Valero-Valenzuela & Gómez-Mármol, (2017) ya que:1. incide de forma directa en el desarrollo moral de los alumnos y alumnas; 2. incide en el desarrollo del razonamiento; 3. permite utilizar el debate y el conflicto como un medio para el aprendizaje. Así mismo pode-mos decir que, esta metodología permite transferir los conocimientos y aprendizajes que se obtiene en las clases de educación física al ámbito de la familia, el ámbito escolar y la sociedad, mediante las hojas de observación que se entregaran a los alumnos al finalizar cada sesión de clase.…”

Section: Discussionunclassified

Análisis del desarrollo de valores a través de la educación física y del deporte: un estudio de protocolo (Values development analysis through physical education and sports: a protocol study)

Palacio

Acebes-Sánchez²

2022

Retos

View full text Add to dashboard Cite

Son muchas las teorías planteadas sobre la educación en valores y la transmisión de estos a través del deporte. No obstante, estas teorías han sido cuestionadas por la falta de evidencia en la metodología y en la identificación de variables que influyen en el desarrollo de los valores. Este estudio tiene como objetivo plantear el protocolo de intervención educativa del Programa Delfos para la educación en valores a través de actividades físico-deportivas en jóvenes escolares, y la evaluación del autocontrol a través del cuestionario de autocontrol infantil y adolescente (CACIA). Los resultados ayudarán a evaluar, si el programa de intervención Delfos es apropiado para el desarrollo de valores en el alumnado allá donde se aplique la investigación. Esta investigación pretende dotar al docente de herramientas para el desarrollo real de su alumnado en materia de valores a través de actividades físico-deportivas. Así mismo, el presente trabajo busca crear una metodología que permita transferir los valores educativos que se obtienen en las clases de educación física a la familia y la sociedad. Abstract. There are many theories raised about education in values and the transmission of these through sport. However, these theories have been questioned by the lack of evidence in the methodology and in the identification of variables that influence the development of values. This study aims to propose the educational intervention protocol of the Delphi Program for education in values through physical-sports activities in young schoolchildren, and the evaluation of self-control through the child and adolescent self-control questionnaire (CACIA). The results will help to evaluate whether the Delphi intervention program is appropriate for the development of values in students wherever the research is applied. This research aims to provide the teacher with tools for the real development of their students in terms of values through physical-sports activities. Likewise, the present work seeks to create a methodology that allows to transfer the educational values obtained in physical education classes to the family and society.

show abstract

Metas de Logro 3x2, Inteligencia Emocional y Relaciones Sociales en el Contexto de la Educación Física

Cited by 9 publications

References 20 publications

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

Developing Emotional Intelligence through Physical Education: A Systematic Review

Análisis del desarrollo de valores a través de la educación física y del deporte: un estudio de protocolo (Values development analysis through physical education and sports: a protocol study)

Contact Info

Product

Resources

About