Relación del feed-back positivo y el miedo a fallar sobre la motivación intrínseca

  1. Moreno Murcia, Juan Antonio
  2. Silveira Torregrosa, Yolanda
  3. Conte Marín, Luis
Journal:
Revista Española de Orientación y Psicopedagogía

ISSN: 1139-7853,  1989-7448

Year of publication: 2013

Volume: 24

Issue: 2

Pages: 8-23

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Española de Orientación y Psicopedagogía

Abstract

The aim of this study was to determine the predictive relationship of positive feedback received by the student and the fear of failure in relation to intrinsic motivation using, as mediating variables, motivational orientation and psycholog ical need . The Performance Failure Assessment Inventory (PFAI) was validated in the context of physical education. The sample consisted of 654 physical education students with an average age of 15. The Spanish versions of the perception of teacher feedback scale (PTF) were administered, as were the long and short versions of the Performance Failure Assessment Inventory (PFAI), the Achievement Goals Scale 2 x 2 and the Satisfaction of Basic Psychological Needs Scale, and the intrinsic motivation factor of th e Perceived Locus of Causality Scale (PLOC) was used. A descriptive analysis and correlation of all variables was performed, and to test the predictive relationship between the proposed variables, a measurement model and a structural equation model were pe rformed. The results confirmed the reliability and factor structure of the PFAI scale and showed that intrinsic motivation was positively predicted by psychological mediators, along with the motivational orientations and these, in turn, by positive feedbac k and negatively by fear of failure. The mediator relationship with others was the exception, with no correlation. Due to the novelty of the proposal, further studies are needed in this field to substantiate the results obtained.

Bibliographic References

  • Álvarez, M.S., Balaguer, I., Castillo, I., Duda, J.L., Coach autonomy support and quality of sport engagement in young soccer players (2009) The Spanish Journal of Psychology, 12 (1), pp. 138-148
  • Ames, C., Achievement goals, motivational climate and motivational processes (1992) Motivation in Sport and Exercise, pp. 161-176. , G. C. Roberts Ed., Champaign, IL: Human Kinetics
  • Amorose, A.J., Anderson-Butcher, D., Flesch, S., Klinefelter, L., Perceived motivational climate and self-determined motivation in male and female high school athletes (abstract) (2005) Research Quarterly for Exercise and Sport, 76, pp. A96-A97
  • Amorose, A.J., Horn, T.S., Intrinsic motivation: Relationships with collegiate athletes' gender, scholarship status, and perceptions of their coaches' behavior (2000) Journal of Sport and Exercise Psychology, 22, pp. 63-84
  • Amorose, A.J., Smith, P., Feedback as a source of physical competence information: Effects of age, experience and type of feedback (2003) Journal of Sport and Exercise Psychology, 25, pp. 341-359
  • Azorín, F., Sánchez-Crespo, J.L., (1986) Métodos y Aplicaciones del Muestreo, , Madrid: Alianza Editorial
  • Bagozzi, R.P., Heatherton, T.F., A general approach to representing multifaceted personality constructs: Application to state self-esteem (1994) Structural Equation Modeling, 1 (1), pp. 35-67
  • Bentler, P.M., Multivariate analysis with latent variables: Causal modeling (1980) Annual Review of Psychology, 31, pp. 419-456
  • Boyd, M.P., Weinmann, C., Yin, Z., The relationship of physical self-perceptions and goal orientations to intrinsic motivation for exercise (2002) Journal of Sport Behavior, 25, pp. 1-18
  • Butler, R., Task involving and ego involving properties of evaluation: The effects of diferent feedback conditions on motivational perceptions, interest and performance (1987) Journal of Educational Psychology, 79, pp. 474-482
  • Byrne, B.M., (1994) Structural Equation Modeling with EQS and EQS/Windows, , Newbury Park, Sage
  • Carreiro Da Costa, F., Estudo das condiçoes e factores de ensino-aprendizagem associados ao êxito numa unidade de ensino em educaçao física (1989) Motricidad Humana, , Facultad de Motricidad Humana. Lisboa
  • Cecchini-Estrada, J.A., González-González De Mesa, C., Montero-Méndez, J., Participación en el deporte, orientación de metas y funcionamiento moral (2008) Revista Latinoamericana de Psicología, 40 (3), pp. 497-509
  • Chen, L.H., Wub, C.H., Kee, Y.H., Lin, M.S., Shui, S.H., Fear of failure, 2 x 2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education (2009) Contemporary Educational Psychology, 34, pp. 298-305
  • Conroy, D.E., The unique psychological meanings of multidimensional fears of failing (2004) Journal of Sport and Exercise Psychology, 26, pp. 484-491
  • Conroy, D.E., Coastworth, J.D., Kaye, M.P., Consistence of fear of failure score meanings among 8 to 18 year old female athletes (2007) Educational and Psychological Measurement, 67 (2), pp. 300-310
  • Conroy, D.E., Elliot, A.J., Fear of failure and achievement goals in sport: Addressing the issue of the chicken and the egg (2004) Anxiety, Stress, and Coping, 17, pp. 271-285
  • Conroy, D.E., Willow, J.P., Metzler, J.N., Multidimensional fear of failure measurement: The performance failure appraisal (2002) Journal of Applied Sport Psychology, 14, pp. 76-90
  • Conroy, D.E., Poczwardowski, A., Henschen, K.P., Evaluative criteria and consequences associated with failure and success for elite athletes and performing artist (2001) Journal of Applied Sport Psychology, 13, pp. 300-322
  • Deci, E.L., Ryan, R.M., The empirical exploration of intrinsic motivational processes (1980) Advances in Experimental Social Psychology, 13, pp. 39-80. , L. Berkowitz Ed., New York: Academic Press
  • Deci, E.L., Ryan, R.M., (1985) Intrinsic Motivation and Self-determination in Human Behavior, , New York: Plenum
  • Deci, E.L., Ryan, R.M., A motivational approach to self: Integration in personality (1991) Nebraska Symposium on Motivation: Perspectives on Motivation, 38, pp. 237-288. , R. Dienstbier Ed., Lincoln, NE: University of Nebraska Press
  • Deci, E.L., Ryan, R.M., The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour (2000) Psychological Inquiry, 11, pp. 227-268
  • Elliot, A.J., Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation (1997) Advances in Motivation and Achievement, 10, pp. 143-179. , P. Pintrich y M. Maehr Eds., Greenwich, CT: JAI Press
  • Elliot, A.J., Approach and avoidance motivation and achievement goals (1999) Educational Psychologist, 34, pp. 169-189
  • Elliot, A.J., Conroy, D.E., Beyond the dichotomous model of achievement goals in sport and exercise psychology (2005) Sport and Exercise Psychology Review, 1 (1), pp. 17-25
  • Elliot, A.J., Mcgregor, H.A., A 2 X 2 achievement goal framework (2001) Journal of Personality and Social Psychology, 80, pp. 501-519
  • Fredenburg, K.B., Lee, A.M., Solomon, M., The effects of augmented feedback on students' perception and performance (2001) Research Quarterly for Exercise and Sport, 72, pp. 232-242
  • Gagné, M., Ryan, R.M., Bargmann, K., Autonomy support and need satisfaction in the motivation and well-being of gymnasts (2003) Journal of Applied Sport Psychology, 15, pp. 372-390
  • Goudas, M., Biddle, S.J.H., Fox, K., Perceived locus of causality, goal orientations and perceived competence in school physical education classes (1994) British Journal of Educational Psychology, 64, pp. 453-463
  • Guan, J., Xiang, P., Mcbride, R., Bruene, A., Achievement goals, social goals and students' reported persistence and effort in high school physical education (2006) Journal of Teaching in Physical Education, 25, pp. 58-74
  • Hassandra, M., Goudas, M., Chroni, S., Examining factors associated with intrinsic motivation in physical education: A qualitative approach (2003) Psychology of Sport and Exercise, 4, pp. 211-223
  • Hershberger, S.L., The problem of equivalent structural models (2006) Structutral Equation Modeling: A Second Course, pp. 13-42. , G. R. Hancock, y R. O. Mueller Eds., Greenwich, CT: Information Age Publishing
  • Koka, A., Hein, V., An impact of the teacher's feedback and perceived learning environment on intrinsic motivation among students involved and not involved in sport (2001) Kehakuktuuriteaduskonna Teadus ja Oppemetoodiliste Toode Kogumik, 9, pp. 92-101
  • Koka, A., Hein, V., Perceptions of teacher's feedback and learning environment as predictors of intrinsic motivation in physical education (2003) Psychology of Sport and Exercise, 4, pp. 333-346
  • Koka, A., Hein, V., The effect of perceived teacher feed-back on intrinsic motivation in physical education (2005) International Journal of Sport Psychology, 36 (2), pp. 91-106
  • Li, W., Lee, A.M., Solmon, M.A., Relationships among dispositional ability conceptions, intrinsic motivation, perceived competence, experience, persistence and performance (2005) Journal of Teaching in Physical Education, 24, pp. 51-65
  • Lombardo, B., Variability in teaching behavior and interaction in the gym: A two-year analysis (1982) Studying the Teaching in Physical Education, pp. 93-101. , En, M. Piéron y J. Cheffers Eds, Liège: AIESEP
  • Losier, G.F., Vallerand, R.J., Development et validation de l'Echelle des Relations Interpersonnelles dans les Sports (ERIS) (Development of the Interpersonal Relationship in Sport Scale) (1995) International Journal of Sport Psychology, 26, pp. 307-326
  • Maccallum, R., Austin, J., Applications of structural equation modeling in psychological research (2000) Annual Review of Psychology, 51, pp. 201-226
  • Mardia, K.V., Measures of multivariate skewness and kurtosis with applications (1970) Biometrika, 57, pp. 519-530
  • Marsh, H.W., Richard, G.E., Johnson, S., Roche, L., Tremayne, P., Physical self-description questionnaire: Psychometric properties and a nultitrait-multimethod analysis of relations to existing instruments (1994) Journal of Sport and Exercise Psychology, 16, pp. 270-305
  • Moller, A.C., Elliot, A.J., The 2 X 2 achievement goal framework: An overview of empirical research (2006) Focus on Educational Psychology, pp. 307-326. , A. Mittel Ed., New York: Nova Science Publishers, Inc
  • Moreno, J.A., Cervelló, E., González-Cutre, D., Analizando la motivación en el deporte: Un estudio a través de la teoría de la autodeterminación (2007) Apuntes de Psicología, 1 (25), pp. 35-51
  • Moreno-Murcia, J.A., Conte, L., Predicción del miedo a equivocarse en jugadores de baloncesto a través del clima tarea de los iguales y la motivación intrínseca (2011) Revista Mexicana de Psicología, 28 (1), p. 43
  • Moreno-Murcia, J.A., Huéscar, E., Relación del tipo de feed-back del docente con la percepción de autonomía del alumnado en clases de educación física (2012) Infancia y Aprendizaje, 35 (1), pp. 87-98
  • Moreno-Murcia, J.A., Huéscar, E., Cervelló, E., Predicción de la práctica física de los adolescentes al terminar la Educación Secundaria a partir de la teoría de la autodeterminación (2012) The Spanish Journal of Psychology, 15, pp. 90-100
  • Moreno-Murcia, J.A., Huéscar, E., Peco, N., Alarcón, E., Cervelló, E., Relación del feedback y las barreras de comunicación del docente con la motivación intrínseca de estudiantes adolescentes de educación física (2012) Universitas Psychologica, 11, pp. 957-967
  • Moreno, J.A., González-cutre, D., Sicilia, A., Metas de logro 2 X 2 en estudiantes españoles de educación física (2008) Revista de Educación, 347, pp. 299-317
  • Moreno, J.A., González-cutre, D., Chillón, M., Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: The Perceived Locus of Causality (PLOC) Scale (2009) Spanish Journal of Psychology, 12, pp. 327-337
  • Moreno, J.A., Parra, N., González-cutre, D., Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física (2008) Psicothema, 20 (4), pp. 636-641
  • Nicaise, V., Cogerino, G., Bois, J., Amorose, A.J., Students' perceptions of teacher feedback and physical competence in physical education classes: Gender effects (2006) Journal of Teaching in Physical Education, 25 (1), pp. 36-57
  • Nicholls, J.G., (1989) The Competitive Ethos and Democratic Education, , Cambridge, MASS: Harvard University Press
  • Ntoumanis, N., A self-determination approach to the understying of motivation in physical education (2001) British Journal of Educational Psychology, 71, pp. 225-242
  • Nunnally, J.C., Bernstein, I.M., (1994) Psychometric Theory, , 3rd ed.. New York: McGraw-Hill
  • Papaioannou, A.G., Tsigilis, N., Kosmidou, E., Milosis, D., Measuring perceived motivational climate in physical education (2007) Journal of Teaching in Physical Education, 26, pp. 236-259
  • Pensgaard, A.M., Roberts, G.C., The relationship between motivational climate, perceived ability and sources of distress among elite athletes (2000) Journal of Sports Sciences, 18 (3), pp. 191-200
  • Ryan, R.M., Deci, E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being (2000) American Psychologist, 55, pp. 68-78
  • Reinboth, M., Duda, J.L., Ntoumanis, N., Dimensions of coaching behavior, need, satisfaction, and the psychological and physical welfare of young athletes (2004) Motivation and Emotion, 28 (3), pp. 297-313
  • Standage, M., Duda, J.L., Ntoumanis, N., A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions (2003) Journal of Educational Psychology, 95, pp. 97-110
  • Standage, M., Duda, J.L., Ntoumanis, N., Student's motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach (2006) Research Quarterly for Exercise and Sport, 77, pp. 100-110
  • Ulrich-French, S., Smith, A.L., Social and motivational predictors of continued youth sport participation (2009) Psychology of Sport and Exercise, 10 (1), pp. 87-95
  • Vallerand, R.J., Intrinsic and extrinsic motivation in sport and physical activity (2007) Handbook of Sport Psychology, pp. 59-83. , G. Tenenbaum y R. C. Eklund Eds., 3a ed., New York: Wiley
  • Vallerand, R.J., Rousseau, F.L., Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation (2001) Handbook of Sport Psychology, pp. 389-416. , R. N. Singer, H. A. Hausenblas y C. M. Janelle eds., 2a ed., New York: John Wiley and Sons
  • Vernetta, M., Bedoya, L.J., Análisis de diferentes categorías del feed-back en dos formas organizativas del medio gimnástico (1998) Motricidad, 4, pp. 113-130
  • Wang, C.K.J., Biddle, S.J.H., Elliot, A.J., The 2 X 2 achievement goal framework in a physical education context (2007) Psychology of Sport and Exercise, 8, pp. 147-168
  • Wilson, P.M., Rogers, W.T., Rodgers, W.M., Wild, T.C., The psychological need satisfaction in exercise scale (2006) Journal of Sport and Exercise Psychology, 28, pp. 231-251
Data source: Dialnet