The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings

Interaction between two types of information on reactions to delays

This study examines the effects of the interaction of two types of information about delays—information about the duration of a delay (delay duration information) and information about the reason for a delay (delay reason information)—on people’s reactions to delays. In this paper, we argue and demonstrate that the two types of delay information interact to affect attribution for the delay and perceived delay duration. The results obtained from an experimental study indicated that there was a stronger effect of delay reason information on attribution for the delay when delay duration information was absent than when the information was present. When no reason was given for the delay, the subjects attributed greater control to the service provider and perceived the delay to be longer when delay duration information was absent than when the information was present. Copyright Springer Science + Business Media, Inc. 2006Delay, Information, Attribution, Control deprivation,

Identidad, etnicidad y bienestar social en un contexto socialmente excluyente

El estudio analiza los estereotipos que una muestra de adultos de clase media de Lima (n=130) posee sobre distintos grupos étnicos en el Perú. Asimismo, se analizan las relaciones entre las identificaciones con los grupos étnicos referidos y el bienestar social. Las representaciones estereotípicas muestran la presencia de grupos percibidos como de alto y de bajo estatus, los cuales son diferenciados por sus posibilidades de acceso al poder. El alto estatus es atribuido a los peruanos blancos, quienes son percibidos como exitosos y no patriotas. Con este grupo hay una mayor identificación en la muestra y se observa un mayor nivel de bienestar social asociado a dicha identificación. Los afroperuanos, andinos y amazónicos son percibidos como grupos de bajo estatus, observándose además estereotipos de poca competencia y de alta expresividad asociados a los mismos. La identificación con estos grupos es menor y no se asocia al bienestar social