Desarrollo y validación de un instrumento de medida de las estrategias motivacionales empleadas en las clases de Educación Física

  1. Cervelló Gimeno, Eduardo
  2. Moreno Murcia, Juan Antonio
  3. Villar Álvarez, Fernando
  4. Reina Vaíllo, Raúl
Journal:
Revista iberoamericana de psicología del ejercicio y el deporte

ISSN: 1886-8576

Year of publication: 2007

Volume: 2

Issue: 2

Pages: 53-72

Type: Article

More publications in: Revista iberoamericana de psicología del ejercicio y el deporte

Abstract

This study analyzes the construct validity the predictive validity and reliability of an instrument to measure motivational strategies employed in physical education classes. Based in Ames's (1992), motivational strategies, factorial (exploratory and confirmatory) analysis and simple correlations were employed in two studies with more than 1000 pupils in physical education classes on secondary education. The results show that the instrument has construct and predictive validity, and reliability. Results also show that the perception of mastery-oriented motivational strategies was positively related to task orientation and to belief that motivation and effort are the reasons of success in physical education classes. On the other hand, the perception of performance-oriented motivational strategies was positively related to ego orientation and to belief that normative ability and deception are causes of success in physical education classes

Bibliographic References

  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. En R. Ames y C. Ames (Eds.), Research on motivation in education: Vol.1, Student motivation (pp. 177-208). New York: Academic Press.
  • Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. En G.C. Roberts (Ed.), Motivation in sport and exercise (pp. 161- 176). Champaign, IL: Human Kinetics.
  • Ames, C. (1992b). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 80, 260-267.
  • Ames, C. y Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies a motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Araujo, S. (2004). Análisis de la validez de constructo de los instrumentos de medida del clima motivacional en el contexto español. Trabajo de suficiencia investigadora. Programa Motricidad Humana. Universidad de Extremadura.
  • Balaguer, I., Guivernau, M., Duda, J. L. y Crespo M. (1997). Análisis de la vali- dez de constructo y de la validez predictiva del cuestionario de clima motivacional percibido en el deporte (PMCSQ-2) con tenistas españoles de competición. Revista de Psicología del Deporte, 11, 41-57.
  • Bentler, P. M. (1995). EQS Structural Equation Program Manual. Los Ángeles, CA: BMDP Statistical Software.
  • Biddle, S., Cury, F., Goudas, M., Sarrazin, P., Famose, J. P. y Durand, M. (1995). Development of scales to measure perceived physical education class climate: A cross-national project. British Journal of Educational Psychology, 14, 59-77.
  • Butler, R. (1987). Task involving and ego involving properties of evaluation: The effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79, 474-482.
  • Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and egoinvolving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
  • Butler, R. (1989). Interest in the task and interest in peers’ work in competitive and non competitive conditions: A developmental study. Child Development, 60, 562-570.
  • Carver, C. y Scheier, M. (1982). Outcome expectancy, locus of attribution for expectancy, and self-directed attention as determinants of evaluations and performance. Journal of Experimental and Social Psychology, 18, 184-200.
  • Cecchini, J. A. y Brustad, R. J. (2005). The Effects of Motivational Climate Under Competitive Circumstances On Students’ Self-Confidence, Anxiety and Mood State: An Experimental Study. Manuscrito en revisión.
  • Cervelló, E. M., Escartí, A. y Balagué, G. (1999). Relaciones entre la orienta- ción de metas disposicional y la satisfacción con los resultados deportivos, las creencias sobre las cusas de éxito en deporte y la diversión con la práctica deportiva. Revista de Psicología del Deporte, 8, 7-19.
  • Cervelló, E. M., Hutzler, Y., Reina, R., Sanz, D y Moreno J. A. (2005). Goal orientations, contextual and situational motivational climate and competition goal involvement in Spanish athletes with cerebral palsy, Psicothema, 17, 654-659.
  • Chi, L. y Duda, J. L. (1995). Multi-group confirmatory factor analysis of the Task and Ego Orientation in Sport Questionnaire. Research Quarterly for Exercise and Sport, 66, 91-98.
  • Cury, F., Biddle, S. H., Sarazin, P. y Famose, J. P. (1997). Achievement goals and perceived ability predict investment in learning a sport task. British Journal of Educational Psychology, 67, 293-309.
  • Duda, J. L. (1989). The relationship between task and ego orientation and the perceived purpose of sport among male and female high school athletes. Journal of Sport and Exercise Psychology, 11, 318-335.
  • Duda, J. L. (2001). Achievement goal research in sport: pushing the boundaries and clarifying some misunderstandings. En G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182). Champaign, IL: Human Kinetics.
  • Duda, J. L. y Hall, H. (2000). Achievement goal theory: Recent extensions and future directions. En R. Singer, H. Hausenblas y C. Janelle (Eds.), Handbook of Sport Psychology (pp. 417-443). New York: John Wiley & Sons.
  • Duda, J. L., Fox, K. R., Biddle, S. J. H. y Amstrong, N. (1992). Children’s achievement goals and beliefs about success in sport. British Journal of Educational Psychology, 62, 313-323.
  • Duda, J. L. y Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
  • Duda, J. L. y Whitehead, J. (1998). Measurement of goal perspectives in the physical domain. En J.L. Duda (Ed.), Advances in Sport and Exercise Psychology Measurement (pp. 21-48). Morgantown, WV: Fitness Information Technology.
  • Dweck, C. S. y Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Epstein, J. (1989). Family structures and student motivation: A developmental perspective. En C. Ames y R. Ames (Eds.), Research on motivation in education, (Vol 3, pp. 259-295). New York: Academic Press.
  • Hu, L. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Julián, J. A., Ramos, L. A., Iglesias, D. y Fuentes, J. P. (2003). Influencia de un programa de prácticas formativas en el maestro de educación física, sobre el clima motivacional del aula. En J. P. Fuentes y M. Bellido (Coords.), Actas del Primer Congreso Europeo de Educación Física FIEP 2003 (pp. 291-300). Cáceres: Diputación de Cáceres.
  • Lepper, M. R. y Hodell, M. (1989). Intrinsic motivation in the classroom. En C. Ames y R. Ames (Eds.), Research on motivation in education (Vol.3, pp. 73-105). New York: Academic Press.
  • Lloyd, J. y Fox, K. (1992). Achievement goals and motivation to exercise in adolescent girls: A preliminary intervention study. British Journal of Physical Education Research Supplement, 11, 12- 16.
  • Marshall, H. H. y Weinstein, R. S. (1984). Classroom factors affecting students’ self evaluations: An interactional model. Review of Educational Research, 54, 301-325.
  • Morgan, K. y Carpenter, P. (2002). Effects of manipulating the motivacional climate in physical education lessons. European Physical Education Review, 8 (3), 207-229.
  • Newton, M. y Duda, J. L. (1993). Elite adolescent athletes’ achievement goals and beliefs concerning success in tennis. Journal of Sport and Exercise Psychology, 15, 437-448.
  • Newton, M., Duda, J. L. y Yin, Z. (2000). Examination of the psychometric properties of the perceived motivational climate in sport questionnaire2 in a sample of female athletes. Journal of Sport Sciences, 18, 275-290.
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Ntoumanis, N. y Biddle, S. J. H. (1999). A review of motivational climate in phsical activity. Journal of Sport Sciences, 17, 643-665.
  • Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
  • Papaioannou, A. (1994). Development of a questionnaire to measure achievement goals in physical education. Research Quarterly for Exercise and Sport, 65, 11-20.
  • Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity; the influence of achievement goals on motivational process. En G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1-50). Champaign, IL; Human Kinetics.
  • Roberts, G. C. y Balagué, G. (1989). The development of a social-cognitive scale in motivation. Paper presented at the Seventh World Congress of Sport Psychology, Singapore.
  • Roberts, G.C. y Balagué G. (1991). The development and validation of the Perception of Success Questionnaire. Paper presented at the FEPSAC Congress, Cologne, Germany.
  • Roberts, G. C., Treasure, D. C. y Balagué, G. (1998). Achievement goals in sport: The development and validation of the Perception of Success Questionnaire. Journal of Sport Sciences, 16, 337-347.
  • Ryan, R. M. y Deci, E. L. (2000). Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • Seifriz, J., Duda, J. L. y Chi, L. (1992). The relationship of perceived moti- vational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport and Exercise Psychology, 14, 375-391.
  • Solmon, M. A. (1996). Impact of motivational climate on students’ behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 88, 731-738.
  • Steiger, J. H. (1990). Structural modeling evaluation and modification: An interval approach. Multivariate Behavioral Research, 25, 173-180.
  • Treasure, D. C. (1993). A social-cognitive approach to understanding children’s achievement behavior, cognitions, and affect in competitive sport. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
  • Treasure, D. C. (1997). Perceptions of the motivational climate and elementary school children’s cognitive and affective response. Journal of Sport and Exercise Psychology, 19, 278-290.
  • Treasure, D. C. (2001). Enhancing young people’s motivation in youth sport: An achievement goal perspective. En G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 79-100). Champaign, IL; Human Kinetics.
  • Treasure, D. C. y Roberts, G. C. (2001). Students’ perceptions of the motivational climate, achievement beliefs, and satisfaction in physical education. Research Quarterly of Exercise and Sport, 72, 165-175.