Perfiles motivacionales y disciplina en clases de educación físicadiferencias según las razones del alumnado para ser disciplinado y la percepción del trato generado por el profesorado en el aula

Laburpena

The aim of the study was to establish the different motivational profiles in a sample of 1126 secondary school students. The variables analysed were: perceived motivational climate, goal orientations, perceived discipline strategies shown by the teacher, reasons for student discipline, and perceived treatment of equality-discrimination generated by the teacher in the classroom. After a hierarchical cluster analysis was carried out, the results revealed the existence of three motivational profiles. In the task profile, the perception of a concerned teacher intrinsically motivated to maintain the classroom discipline, task-involving climate, and task orientation obtained high scores. The high task, high-ego profile was characterised by obtaining high scores on all the variables studied. The ego profile, presented high scores in the perception of a teacher motivated by external and introjected reasons to maintain discipline, and moderated scores on ego involving-climate and ego orientation. In addition, the results showed that students with task-oriented motivational profiles showed greater self-determined reasons to be disciplined and perceived more equal treatment from their teacher.