Relación entre las variables motivacionales y la satisfacción con las clases de educación física

  1. Susana Lobato Muñoz 1
  2. Marta Leyton Román 1
  3. Marco Batista 1
  4. Ruth Jiménez Castuera 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
Revista Española de Educación Física y Deportes: REEFD

ISSN: 1133-6366

Año de publicación: 2017

Título del ejemplar: XIV Congreso Internacional AEISAD

Número: 418

Páginas: 688-695

Tipo: Artículo

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Otras publicaciones en: Revista Española de Educación Física y Deportes: REEFD

Resumen

The aim of this study was to de-termine the relationship between mo-tivational variables and satisfaction / boredom of students in third cycle of primary education, based on Self-Determination Theory. The sample was 479 students (231 men and 248 women), aged between 9 and 13 years (M=10.61, SD=.65). The in-struments used were: Questionnaire Psychological Measurement of Basic Needs (BPNES) Scale Perceived Lo-cus of Causality in Physical Educa-tion (PLOC) and Satisfaction Scale EF (SSI-EF). The program used to analyze the data was the SPSS 21.0. After correlation analysis, the results showed that satisfaction with physical education classes correlated posi-tively and significantly with the lev-els of self-determined motivation and basic psychological needs (autono-my, competence and social relation-ships) and negatively and significant with the shape of the less self-determined motivation. Unlike bore-dom, which correlated positively and significantly with self-determined motivation, and negatively and sig-nificantly with self-determined moti-vation and basic psychological needs. Thus, after the results, it is important to raise participatory clas-ses where students meet their basic psychological needs, and therefore increase levels of motivation more self-determined thereby increasing satisfaction and fun during the de-velopment of physical education classes.

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