Validación Española del "Learning climate questionaire" adaptado a la Educación Física

Abstract

ResumenEl objetivo de esta investigación fue analizar las propiedades psicométricas del Learning Climate Questionnaire (LCQ) adaptado a la Educación Física (EF) en una muestra española. Se pretende determinar si es un instrumento válido y fi able para su utilización en futuras investigaciones. Se administró a un total de 758 estudiantes de secundaria de 12 a 18 años, analizándose la estructura del instrumento mediante procedimientos confi rmatorios. Los análisis apoyan el modelo teórico hipotetizado de un factor (apoyo a la autonomía). La versión española del instrumento para EF mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez concurrente se exploró examinando la relación de la escala estudiada con los distintos tipos de motivación autodeterminada, mediante modelos de ecuaciones estructurales. Palabras clave: Educación Física, apoyo a la autonomía, propiedades psicométricas, LCQ-EF. AbstractThe objective of this research was to analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) adapted to Physical Education (PE) in a Spanish sample. The purpose is to determine whether it is a valid and reliable tool to be used in future research. It was administered to a total of 758 high school students from 12 to 18 years old, analyzing the structure of the instrument using confi rmatory procedures. Analyses support the hypothesized theoretical model of a specifi c factor, the autonomy support. The Spanish version of the instrument for PE showed acceptable levels of internal consistency and temporal stability. Concurrent validity was explored by examining the relationship of the dimension studied with different types of self-determined motivation, using structural equation modeling. Keywords: Physical Education, autonomy support, psychometric properties, LCQ-PE.Para que un sistema educativo sea exitoso requiere alumnado motivado; pero también es importante entender que estos estudiantes requieren profesores que motiven, pues de ellos dependerá que se pueda crear un ambiente adecuado para el aprendizaje (Boekaerts, 1996). El docente es uno de los principales agentes encargados de crear un clima acorde para el aprendizaje del alumnado. Estudios como el de Standage, Duda y Ntoumanis, (2005) ponen de manifi esto la importancia de la motivación en los alumnos de cara a su aprendizaje, teniendo como referente la Teoría de la Autodeterminación (Deci & Ryan, 1985;Ryan & Deci, 2000). Esta Teoría se basa en el supuesto de que las personas están intrínsecamente motivados hacia el aprendizaje, el crecimiento e, incluso, el desafío intelectual. Dirección postal: Centro del Profesorado Almería 03, Ctra. De Águila s/n, Cuevas del Almanzora, Almería, España 04610. E-mail: agranerog@hotmail.com Siguiendo las directrices básicas de esta teoría aplicadas al ámbito escolar, se destaca que en un centro educativo los discentes actuarían motivados por tres posibles necesidades (Deci & Ryan, 1985): necesidad de competencia, necesidad de autonomía o necesidad de relacionarse.Centrándono...

Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students

“…Haerens et al, 2013;Hagger et al, 2007;Tilga et al, 2017;Williams & Deci, 1996) and Spanish (e.g. Burgueño et al, 2020;Granero-Gallegos et al, 2014;Moreno-Murcia et al, 2008) settings. Only two studies used tools that also measured competence and relatedness supportive behaviors from PE teachers (see Sa´nchez-Oliva et al, 2013;Van den Berghe et al, 2015), even though these tools have been rarely used.…”

Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education

“…In this sense, fulfilling one's need for autonomy with regard to decisions and behaviors translates into an improved psychological well-being. In the educational field, nonetheless, autonomy is equally relevant for the learning process, given that the student's decisions come together with exercising various capabilities that teachers shall encourage [16]. The teacher's behavior in the classroom in terms of autonomy support is paramount in order to help achieve higher levels of motivation [17].…”

Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

“…Taking into consideration that students may interpret autonomy support from PE teachers in a differentiated way, it is not only enough to provide autonomy support for students, but it would also be essential to understand how students perceive autonomy support from their PE teacher (Aguado-Gómez et al, 2016). In Spain, although previous studies have widely shown promising results in explaining learning consequences related to PE in students, they have used unidimensional measures of the students' perception of autonomy support from PE teachers such as the Spanish version (Granero-Gallegos et al, 2014) of the Learning Climate Questionnaire (Williams & Deci, 1996) adapted to PE or the Perceived Autonomy Support Scale for Exercise Settings (Hagger et al, 2007) in its Spanish version also adapted to PE (Moreno-Murcia et al, 2008). Whether the content of its items is, respectively, analyzed, these instruments only capture the cognitive element of autonomy support from PE teachers, ignoring its procedural and organizational dimensions.…”