Prediction Model of Satisfaction with Physical Education and School // Modelo de predicción de la satisfacción con la educación física y la escuela

Abstract

ResumenEl objetivo fue analizar un modelo de predicción de las orientaciones de metas sobre la satisfacción con la educación física y la escuela. La muestra fue de 202 hombres y 208 mujeres de educación secundaria de centros públicos de Murcia, con edades entre 13 y 16 años (M = 15.14; DT = .96). Se utilizó un cuestionario compuesto por la escala de Metas de Logro 2x2, y las escalas de Satisfacción con la Educación Física y de Satisfacción Intrínseca a la Escuela. Se realizaron análisis descriptivos y modelos de regresión estructurales. Destacan los altos valores de aproximación-maestría y de satisfacción/diversión, siendo mayor en educación física que en la satisfacción en la escuela. En el modelo estructural, la aproximación-maestría es el único predictor de la satisfacción/diversión en la educación física, siendo ésta predictora de la satisfacción/diversión en la escuela, pero no a la inversa.Palabras clave: Educación física, modelo de regresión estructural, metas de logro. AbstractThe aim was to analyze a model to predict the orientations of goals on satisfaction with physical education and school. The sample consisted of 202 men and 208 women of secondary education in public schools in the Region of Murcia, aged between 13 and 16 (M = 15.14; SD = .96). It was used a questionnaire composed of Achievement Goal Questionnaire 2x2, Satisfaction Physical Education Instrument and Intrinsic Satisfaction Classroom Scale. Descriptive and structural equation modeling analyzes were conducted. Stresses the score-master approach over other goals, also satisfaction/ fun is higher in physical education at satisfaction in school. In the model equations, it is to highlight the importance of mastery-approach in predicting satisfaction/fun in physical education and this satisfaction/fun in school, while the reverse is negative.

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

“…The literature shows that the variables that can influence learning, academic performance, school failure, and the personal growth of students are disruptive behaviours in the classroom, teaching competence, student motivation, subjective well-being, and school satisfaction [1,2].…”

“…Disruptive behaviour typically leads to low academic performance, which influences the student's risk of failure at school in some way or another. Due to the low academic levels of Spanish students documented in certain international studies (e.g., the PISA report), there has been increasing interest over recent years to study the factors affecting academic/school performance and students' personal growth [1,19,20].…”

“…The scientific literature has shown that there is a relationship between academic performance and satisfaction with school [15], which determines the student's engagement in his/her schoolwork [21]. Furthermore, recent studies [1] have shown that satisfaction/fun in the subject of physical education (PE) positively predicted the satisfaction/fun experienced at school. This school satisfaction contributes to reducing both the school drop-out rate and disruptive behaviours [22], and can even positively influence the students' satisfaction with life [2].…”

The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

“…If we focus on students’ satisfaction with PE, physical education does predict school satisfaction [34], and adolescents who have more weekly PE hours have higher cognitive performance [35]. In line with this, scientific evidence has proved that boredom in PE is a strong predictor of school boredom [20,34] and is related to students’ abandoning the leisure physical activity [36]. Increasing that concern that this evokes is the fact that physical inactivity has been related to depressive behaviors [37].…”

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

“…Numerous research studies have focused on discovering students’ motivational processes and levels, such as motivational climate [23], due, among other reasons, to the decisive educational connotations associated with high motivation levels: academic satisfaction [10,24], improvement in grades [25], and even improvement in foreign language learning [26], among others.…”