Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/77149
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dc.contributor.authorLeyton-Román, Martaen_US
dc.contributor.authorLeón González-Vélez, Jaime Joséen_US
dc.contributor.authorBatista, Marcoen_US
dc.contributor.authorJiménez-Castuera, Ruthen_US
dc.date.accessioned2021-01-13T17:36:57Z-
dc.date.available2021-01-13T17:36:57Z-
dc.date.issued2021en_US
dc.identifier.otherScopus-
dc.identifier.urihttp://hdl.handle.net/10553/77149-
dc.description.abstractOne of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out.en_US
dc.languageengen_US
dc.relation.ispartofSustainability (Switzerland)en_US
dc.sourceSustainability (Switzerland) [EISSN 2071-1050],v. 13 (1), p. 1-14, (Enero 2021)en_US
dc.subject58 Pedagogíaen_US
dc.subject61 Psicologíaen_US
dc.subject.otherControlling Behavioursen_US
dc.subject.otherMotivationen_US
dc.subject.otherSelf-Determination Theoryen_US
dc.subject.otherUndisciplineen_US
dc.titlePredictive model for amotivation and discipline in physical education students based on teaching–learning stylesen_US
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeArticleen_US
dc.identifier.doi10.3390/su13010187en_US
dc.identifier.scopus85098540724-
dc.contributor.authorscopusid55680973200-
dc.contributor.authorscopusid57221224290-
dc.contributor.authorscopusid55382254700-
dc.contributor.authorscopusid57219890999-
dc.identifier.eissn2071-1050-
dc.description.lastpage14en_US
dc.identifier.issue1-
dc.description.firstpage1en_US
dc.relation.volume13en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.type2Artículoen_US
dc.utils.revisionen_US
dc.date.coverdateEnero 2021en_US
dc.identifier.ulpgcen_US
dc.contributor.buulpgcBU-EGBen_US
dc.description.sjr0,664
dc.description.jcr3,889
dc.description.sjrqQ1
dc.description.jcrqQ2
dc.description.scieSCIE
dc.description.ssciSSCI
dc.description.miaricds10,6
dc.description.erihplusERIH PLUS
item.fulltextCon texto completo-
item.grantfulltextopen-
crisitem.author.deptGIR Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.parentorgDepartamento de Educación-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
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