16 research outputs found
Mediación de las necesidades básicas entre el contexto social y el bienestar con deportistas mexicanos
Perceived motivational climate, self-determined motivation, and self-esteem in young mexican athletes
Propiedades psicométricas en la escala de feedback correctivo en deportistas universitarios mexicanos
Cross-cultural validation of TEOSQ in mexican and spanish junior athletes
Dentro de la teoría de las metas de logro (Nicholls,
1989), Duda y Nicholls (ver Duda, 1989; Duda & Whitehead,
1998) desarrollaron el cuestionario de Orientación al Ego y a la Tarea en el Deporte (teosq) para evaluar las diferencias individuales en las orientaciones de metas de logro. Este estudio ofrece apoyo a la validez factorial y fiabilidad del teosq en jóvenes deportistas españoles (n = 563) y mexicanos (n = 553). Los resultados muestran que la estructura factorial, las cargas factoriales y los interceptos se consideran invariantes en las dos
poblaciones. Sin embargo, existen diferencias entre las medias latentes en la orientación al ego, siendo la media más alta en la población mexicana. Por último, los resultados muestran una alta consistencia interna del cuestionario en las versiones española y mexicana
Adaptation of task and ego orientation in sport questionnaire (TEOSQ) to the mexican population
The objective of the study was to analyse the psychometric properties (factor structure and reliability) of the TEOSQ and Ego Orientation in Sport Questionnaire; Duda, 1989) when adapted to the Mexican context and to ascertain whether were any gender-contingent differences. The questionnaire was distributed to 239 athletes from 14 different kinds of sport competing in the 2008 National Children’s and Youth Olympiad with an age range of 12 to 18 years (M = 14.56, SD = 1.67). The confirmatory factor analysis supported the structure of the instrument obtained in previous studies (Task Orientation and Ego Orientation). The instrument also showed an acceptable internal consistency (a = .85 and a = .85 respectively). Gender differences indicated that girls showed greater task orientation than boys
Factorial invariance of bias scale, Trait version, in engineering and social sciences Mexican university students
This present study analyses the psychometric properties of BIAS (Body Image Anxiety Scale) testing, trait
version, in engineering and social sciences students. A total sample of 918 participants; 460 from engineering and 458 from social sciences, with an average age of 18.27 years (DE = 0.70) and 18.13 years (DE = 0.74) respectively. Exploratory and confirmatory factorial analysis showed that a bi-factorial structure is feasible and convenient for both populations (engineering and social sciences) according to the established psychometric requirements because the students are the ones who provided the information. Furthermore the factorial structure, factorial loads and the intercepts are considered invariant in the engineering and social sciences areas; however there are differences in the mean of both factors among the two populations
Motivational climate, self-determination motivation, and psychological well-being in Mexican young athletes
La autoeficacia física percibida y el rendimiento deportivo en taekwondo
En el contexto físico-‐deportivo una de las variables de mayor interés tanto para entrenadores, deportistas como para el público en general es el rendimiento deportivo.
Actualmente se tiende a identificar características o habilidades psicológicas que pueden estar interviniendo en dicho rendimiento. Una de las variables psicológicas más estudiadas, en los últimos años, en relación con el rendimiento deportivo es la auto-‐confianza en las propias capacidades físicas
Self-efficacy perceived in academic behaviors in university students of ‘health’ and ‘social’ sciences
The aim of this present study consisted in comparing the profiles of the academic Self-efficacy perceived in ‘Social’ and ‘Health’ Sciences University students. The total sample was 1113 subjects; 524 from Health Sciences and 589 from Social Sciences, with an average age of 18.20 years (DS= 0.72) and 18.24 years (DS=0.74) respectively. The approach adopted in this research was framed into a quantitative approach with a descriptive design, survey type. The results show that the perceived self-efficacy profiles are very similar among ‘Social’ and ‘Health’ Sciences students. And behaviors related to ‘Communication’ factor, represent an opportunity area for University students in their first year. Future studies should replicate these findings with
larger samples
El papel del profesor en la motivación y la salud mental de los estudiantes de educación física
Introducción
La teoría de la autodeterminación sugiere que los sujetos con regulaciones autónomas mostrarán mayores niveles de funcionamiento óptimo que aquellos con regulaciones controladoras. Asimismo, la teoría ha defendido la importancia que tienen los factores sociales en los procesos motivacionales. En el contexto educativo, uno de los factores sociales que tiene un papel importante en la motivación de los estudiantes es el estilo interpersonal que utiliza el profesor cuando brinda instrucciones; por tanto, aquellos ambientes que fomenten la motivación autónoma serán importantes para el desarrollo óptimo y
la salud mental de los estudiantes.
Objetivo
Examinar si el grado en que los estudiantes perciben que el profesor de educación física apoya sus necesidades de autonomía, competencia y relaciones ayudará a fomentar su bienestar y reducir su malestar, a través de la motivación como mecanismo mediador.
Método
Participaron 734 estudiantes de secundaria entre 11 y 17 años usando un diseño de estudio transversal. Se utilizó la técnica estadística de ecuaciones estructurales.
Resultados
Los alumnos que perciben que su profesor apoya su autonomía, su competencia y sus relaciones presentan mayor motivación autónoma y menor no motivación; lo que les genera mayor bienestar y menor malestar.
Discusión y conclusión
Se destaca la importancia de la motivación autónoma como el mecanismo mediador más potente para generar bienestar y evitar malestar en las clases de actividad física. Este estudio extiende y generaliza los hallazgos de la teoría de la autodeterminación a la población mexicana.
Abstract
Self-Determination Theory (SDT) suggests that individuals with autonomous regulations hold greater levels of optimal functioning than those with controlling regulations. In addition, SDT underlines the importance of social aspects within motivational processes. In the educational setting, teachers’ interpersonal style while giving instructions represents one of the most prominent social factors for triggering students’ motivation. Therefore, contexts that foster autonomous motivation are
considered the most suitable for promoting pupils’ optimal growth and mental health.
Objective
To examine if students’ perception of Physical Education Teachers’ support of their needs of autonomy, competence and relatedness could help encouraging their well-being and reducing their ill-being, through the mediating role of motivation
Method
Participants were 734 secondary school students between 11-17 years old. We used a cross-sectional design. Statistical analyses were carried out using structural equation modeling.
Results
The degree to which the students perceived that the teacher-created context supported their autonomy, competence and relatedness predicted positively their autonomous motivation and negatively their no
motivation, which in turn predicted positively well-being and negatively ill-being.
Discussion and conclusion
Our results highlight the importance of autonomous motivation as the most powerful mediation mechanism for improving well-being and avoiding ill-being in physical activity classes. This research confirms and extends the finding of the self-determination theory within the
Mexican population