Modelo cognitivo-social de la motivación de logro en educación física

  1. González-Cutre Coll, David
  2. Sicilia Camacho, Álvaro
  3. Moreno Murcia, Juan Antonio
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2008

Volumen: 20

Número: 4

Páginas: 642-651

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

motivación de logro. Se utilizó una muestra de 895 estudiantes en clases de educación física, con edades comprendidas entre los 12 y 16 años. Se midió la percepción del clima motivacional transmitido por su profesor, las creencias implícitas de habilidad, la competencia percibida, las metas de logro 2 × 2 y la motivación autodeterminada. Se realizó un modelo de ecuaciones estructurales para analizar las relaciones entre las variables. Los resultados mostraron que el clima tarea predijo positivamente la creencia incremental, mientras que el clima ego predijo positivamente la creencia de entidad. Ambos climas predijeron positivamente la competencia percibida. La creencia incremental predijo positivamente la meta de aproximación-maestría, la meta de aproximación-rendimiento y las metas de evitación, mientras que la creencia de entidad predijo positivamente la meta de aproximación-rendimiento y las metas de evitación. La competencia percibida predijo positivamente las metas de aproximación-maestría y aproximación-rendimiento. La meta de aproximación-maestría predijo positivamente la motivación autodeterminada, mientras que la meta de aproximación-rendimiento y las metas de evitación lo hicieron de forma negativa.

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Fuente de los datos: Dialnet