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Dr. Rafael Burgueño
Universidad de Almería

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0 Self-determination theory
0 Sport Psychology
0 Motivation (SDT, AGT)
0 Motivation in Physical Education
0 Physical Education Psychology

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Self-determination theory

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Research article
Published: 30 June 2021 in Measurement in Physical Education and Exercise Science
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This research developed and psychometrically tested the Sport Education Scale, a measure of students’ perceptions of the structural features of a Sport Education season. In the first study (N = 277 students), a pool of 28 items was developed, and an exploratory factor analysis found a 7-factor solution. In the second study (N = 656 students), a confirmatory factor analysis verified the 28-item 7-factor correlated model, which was invariant across gender and age. Convergent validity was met by suitable average variance extracted values. Discriminant validity was underpinned by appropriate values for heterotrait-monotrait ratio of correlations and correlations among latent factors. Reliability was adequate for each factor of the Sport Education Scale. A structural equation modeling showed that Sport Education positively predicted perceived competence, sportspersonship, and intrinsic motivation among students. The Sport Education Scale is a valid and reliable instrument to assess the core elements of this pedagogical model.

ACS Style

Rafael Burgueño; Antonio Calderón; Oleg Sinelnikov; Jesús Medina-Casaubón. Development and Initial Validation of the Sport Education Scale. Measurement in Physical Education and Exercise Science 2021, 1 -15.

AMA Style

Rafael Burgueño, Antonio Calderón, Oleg Sinelnikov, Jesús Medina-Casaubón. Development and Initial Validation of the Sport Education Scale. Measurement in Physical Education and Exercise Science. 2021; ():1-15.

Chicago/Turabian Style

Rafael Burgueño; Antonio Calderón; Oleg Sinelnikov; Jesús Medina-Casaubón. 2021. "Development and Initial Validation of the Sport Education Scale." Measurement in Physical Education and Exercise Science , no. : 1-15.

Journal article
Published: 09 June 2021 in Retos
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El sistema educativo está tratando de responder de manera eficaz a los retos y cambios en materia educativa provocados por la COVID-19. El proceso de transición de una enseñanza predominantemente presencial a una virtual ha supuesto un esfuerzo considerable para el profesorado de Educación Física (EF) con la finalidad de adaptar el proceso de enseñanza-aprendizaje. No hay evidencias de estudios que hayan analizado las iniciativas de EF en casa realizadas por los docentes. Esta investigación tiene como objetivo analizar, desde una perspectiva curricular, diferentes propuestas de EF en casa con la finalidad de conocer sus características, compartir ejemplos de buenas prácticas y ofrecer al profesorado orientaciones útiles que les ayuden a diseñar propuestas de calidad en el futuro. Los resultados evidenciaron que el perfil predominante de actividad fue un ejercicio individual de carácter motriz centrado en el desarrollo de la condición física y presentada como un reto, donde el alumnado repite una secuencia específica de movimientos con ayuda de internet. The education system attempts to effectively respond to the instructional changes and challenges caused by COVID-19. The adaptation process of predominantly face-to-face teaching to virtual one has involved a substantial effort for Physical Education (PE) teachers with the aim of adapting the teaching and learning process. To the best of our knowledge, no studies have analyzed the different at-home PE units done by teachers. This research aimed at examining, from a curricular perspective, distinct at-home PE proposals in order to ascertain their characteristics, share instances of good teaching practices, and provide teachers with useful guidelines to help them design quality proposals in the future. The results evidenced that the predominant activity profile was an individual motor exercise focused on physical fitness and introduced as a challenge, in which students repeat a specific movement sequence with the aid of the internet.

ACS Style

Iván López-Fernández; Rafael Burgueño; Rubén Espejo García; Francisco Javier Gil-Espinosa. Análisis de propuestas de Educación Física en casa durante la suspensión de clases por la COVID-19 y orientaciones para su diseño en Educación Primaria (Analysis of Physical Education at home proposals during the suspension of face-to-face classes due to. Retos 2021, 42, 872 -881.

AMA Style

Iván López-Fernández, Rafael Burgueño, Rubén Espejo García, Francisco Javier Gil-Espinosa. Análisis de propuestas de Educación Física en casa durante la suspensión de clases por la COVID-19 y orientaciones para su diseño en Educación Primaria (Analysis of Physical Education at home proposals during the suspension of face-to-face classes due to. Retos. 2021; 42 ():872-881.

Chicago/Turabian Style

Iván López-Fernández; Rafael Burgueño; Rubén Espejo García; Francisco Javier Gil-Espinosa. 2021. "Análisis de propuestas de Educación Física en casa durante la suspensión de clases por la COVID-19 y orientaciones para su diseño en Educación Primaria (Analysis of Physical Education at home proposals during the suspension of face-to-face classes due to." Retos 42, no. : 872-881.

Journal article
Published: 29 April 2021 in Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity
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De acuerdo con la Instrucción 9/2020 de 15 de Junio que establece el curriculum de Educación Secundaria Obligatoria en Andalucía (2020), el salto a la comba constituye uno de los contenidos recogidos dentro del currículum de Educación Física de la Educación Secundaria Obligatoria. El presente trabajo tiene como objetivo mostrar una propuesta didáctica, que basada en el modelo Tarea, Autoridad, Reconocimiento, Grupos, Evaluación, Tiempo (TARGET), pretende abordar el proceso de enseñanza y aprendizaje del salto a la comba en alumnado de primer curso de Educación Secundaria Obligatoria. La unidad didáctica integrada (UDI) incluye nueve sesiones distribuidas en una primera sesión de presentación del salto a la comba, visualización de vídeo sobre esta temática y evaluación inicial, una segunda fase de tres sesiones para aprender a progresar y abordar el salto a la comba simple, comba larga y comba doble, una tercera fase de preparación de la coreografía final y, una última sesión de coreografía grupal y una evaluación sumativa. De forma adicional, el alumnado debe realizar un trabajo teórico y su posterior exposición oral sobre un tema relacionado con el salto a la comba y propuesto por el docente. La evaluación se fundamenta sobre la base de la evaluación formativa con diferentes instrumentos a utilizar combinando diferentes estrategias de heteroevaluación, autoevaluación, coevaluación intragrupal e intergrupal.

ACS Style

Honorato Morente Oria; Rafael Burgueño; Jesús Sevil Serrano. Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2021, 7, 321 -342.

AMA Style

Honorato Morente Oria, Rafael Burgueño, Jesús Sevil Serrano. Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2021; 7 (2):321-342.

Chicago/Turabian Style

Honorato Morente Oria; Rafael Burgueño; Jesús Sevil Serrano. 2021. "Una propuesta de Educación Física para salto a la comba basada en el sistema motivacional TARGET en alumnado de primero de E.S.O." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 7, no. 2: 321-342.

Research article
Published: 23 March 2021 in Perceptual and Motor Skills
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The Multidimensional Scale of Perceived Social Support (MSPSS) is a brief measure designed to capture individuals’ perceptions of the support received from their social networks. It has been translated into several languages and adapted for various cultural contexts. The aim of this study was to evaluate psychometric properties of the Romanian version of the MSPSS, using a sample of young elite athletes. To assess its validity and reliability, 282 Romanian elite athletes (176 males, 106 females; 19 – 25 years old) completed the MSPSS together with questionnaires measuring life satisfaction, negative emotional disposition, and perceived stress. A confirmatory factor analysis underpinned a 12-item three-factor correlated model that was invariant over gender. Cronbach’s alpha and Raykov’s composite reliability coefficients together with average variance extracted showed adequate values for each factor. Correlational analysis displayed that three sources of social support positively correlated with life satisfaction and negative emotional disposition and negatively correlated with perceived stress. Altogether, the MSPSS is a valid and reliable short measure for Romanian elite athletes to explore perceived social support from their family, friends, or significant others.

ACS Style

Dan Iulian Alexe; Anișoara Sandovici; Viorel Robu; Rafael Burgueño; Dragoș Ioan Tohănean; Alin Cornel Larion; Cristina Ioana Alexe. Measuring Perceived Social Support in Elite Athletes: Psychometric Properties of the Romanian Version of the Multidimensional Scale of Perceived Social Support. Perceptual and Motor Skills 2021, 128, 1197 -1214.

AMA Style

Dan Iulian Alexe, Anișoara Sandovici, Viorel Robu, Rafael Burgueño, Dragoș Ioan Tohănean, Alin Cornel Larion, Cristina Ioana Alexe. Measuring Perceived Social Support in Elite Athletes: Psychometric Properties of the Romanian Version of the Multidimensional Scale of Perceived Social Support. Perceptual and Motor Skills. 2021; 128 (3):1197-1214.

Chicago/Turabian Style

Dan Iulian Alexe; Anișoara Sandovici; Viorel Robu; Rafael Burgueño; Dragoș Ioan Tohănean; Alin Cornel Larion; Cristina Ioana Alexe. 2021. "Measuring Perceived Social Support in Elite Athletes: Psychometric Properties of the Romanian Version of the Multidimensional Scale of Perceived Social Support." Perceptual and Motor Skills 128, no. 3: 1197-1214.

Journal article
Published: 08 March 2021 in Educational Review
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The objective of this research was to analyse the relationship between the perception of the teacher educators’ instructional style and the intention to choose teaching as a career, as reported by pre-service teachers. A longitudinal panel study was designed based on Self-Determination Theory. The participants were 429 pre-service teachers. The results that emerged from the path analysis revealed a positive relationship between the perceived democratic style of the teacher educators, needs satisfaction, self-determined motivation and teaching self-efficacy, as perceived by the pre-service teachers, and their intention to choose teaching as a career. By contrast, the perceived autocratic style of the teacher educators was positively related to needs frustration; and the needs frustration was negatively related to teaching self-efficacy. The conclusions suggest that the teacher educators’ instructional style, as perceived by pre-service teachers during their initial teacher education programme, can be a determining factor in developing the intention to choose teaching as a future career.

ACS Style

Rafael Burgueño; David González-Cutre; Álvaro Sicilia; Manuel Alcaraz-Ibáñez; Jesús Medina-Casaubón. Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis. Educational Review 2021, 1 -23.

AMA Style

Rafael Burgueño, David González-Cutre, Álvaro Sicilia, Manuel Alcaraz-Ibáñez, Jesús Medina-Casaubón. Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis. Educational Review. 2021; ():1-23.

Chicago/Turabian Style

Rafael Burgueño; David González-Cutre; Álvaro Sicilia; Manuel Alcaraz-Ibáñez; Jesús Medina-Casaubón. 2021. "Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis." Educational Review , no. : 1-23.

Journal article
Published: 03 January 2021 in International Journal of Environmental Research and Public Health
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There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

ACS Style

Rafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health 2021, 18, 298 .

AMA Style

Rafael Burgueño, Ángel Abós, Luis García-González, Henri Tilga, Javier Sevil-Serrano. Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18 (1):298.

Chicago/Turabian Style

Rafael Burgueño; Ángel Abós; Luis García-González; Henri Tilga; Javier Sevil-Serrano. 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education." International Journal of Environmental Research and Public Health 18, no. 1: 298.

Journal article
Published: 11 September 2020 in Sustainability
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As most parents do not meet physical activity (PA) recommendations, new PA promotion strategies need to be developed considering the role of motivation as an essential underlying factor of PA behavior. Recreational sports programs practiced in the family would represent an effective strategy to promote PA for the entire family in general, and for parents in particular. Building upon self-determination theory, the purpose of this study was to examine the effect of the Active Methodology for Improving Sports Initiation (MAMI Deporte®) program on parents’ behavioral regulation. The participants were 58 parents (50% men) and 78 children (48.71% boys), who were randomized into a control group (29 parents and 39 children), which followed its habitual sports activity over 8 months, and an experimental group (29 parents and 39 children), which completed the MAMI Deporte® program. Specifically, the MAMI Deporte® program focused on simultaneous participation between parents and children in multisports activities, including 32 lessons distributed into 2 h/week for 8 months. Pre-and-post-intervention measures were collected. The results showed significant differences in the parents’ level of intrinsic motivation, integrated regulation, identified regulation and introjected regulation in favor of the experimental group. Nonsignificant effects were found for gender. These results were discussed, highlighting the internalization process of the value of sport in the family experienced by parents after the MAMI Deporte® family-based sports program.

ACS Style

Rafael Burgueño; Esther Morales-Ortíz; José Macarro-Moreno; Jesús Medina-Casaubón; Belén Cueto-Martín. Effects of the “MAMI Deporte®” Family Sports Program on Parents’ Motivation towards Sport Participation: A Randomized Controlled Intervention. Sustainability 2020, 12, 7477 .

AMA Style

Rafael Burgueño, Esther Morales-Ortíz, José Macarro-Moreno, Jesús Medina-Casaubón, Belén Cueto-Martín. Effects of the “MAMI Deporte®” Family Sports Program on Parents’ Motivation towards Sport Participation: A Randomized Controlled Intervention. Sustainability. 2020; 12 (18):7477.

Chicago/Turabian Style

Rafael Burgueño; Esther Morales-Ortíz; José Macarro-Moreno; Jesús Medina-Casaubón; Belén Cueto-Martín. 2020. "Effects of the “MAMI Deporte®” Family Sports Program on Parents’ Motivation towards Sport Participation: A Randomized Controlled Intervention." Sustainability 12, no. 18: 7477.

Research article
Published: 06 August 2020 in Perceptual and Motor Skills
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Grounded in Self-Determination Theory, the objective of this study was to adapt the Interpersonal Behaviors Questionnaire (IBQ) to the Spanish physical education (PE) context and to examine its psychometric properties using a sample of Spanish secondary school students. The participants were 478 secondary school students (220 boys and 258 girls; Mage = 14.56, SDage = 1.06) who received two 60-minute compulsory PE classes per week. A confirmatory factor analysis psychometrically underpinned a 24-item six-factor correlated model (i.e. autonomy, competence and relatedness supportive and autonomy, competence and relatedness thwarting behaviors) that was invariant across gender and age. A reliability examination found appropriate levels of internal consistency and temporal stability for the instrument’s six factors. A partial correlation analysis showed that while the three types of need-supportive behaviors from PE teachers were positively correlated with need satisfaction and autonomous motivation; the three types of need-thwarting behaviors from PE teachers were positively correlated with need frustration, controlled motivation and amotivation. Thus, this study showed that the Spanish version of the IBQ is valid and reliable for assessing PE students’ perceptions of the six specific types of interpersonal behavior that may be adopted by PE teachers.

ACS Style

Rafael Burgueño; Jesús Medina-Casaubón. Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students. Perceptual and Motor Skills 2020, 128, 522 -545.

AMA Style

Rafael Burgueño, Jesús Medina-Casaubón. Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students. Perceptual and Motor Skills. 2020; 128 (1):522-545.

Chicago/Turabian Style

Rafael Burgueño; Jesús Medina-Casaubón. 2020. "Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students." Perceptual and Motor Skills 128, no. 1: 522-545.

Journal article
Published: 14 May 2020 in Travel Behaviour and Society
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This research aimed to adapt the teachers’, parents’, and peers’ Spanish versions of the Perceived Autonomy Support Scale for Exercise Settings to the active commuting to and from school context (Perceived Autonomy Support Scale for Active Commuting to and from School, PASS-ACS) among children and adolescents. In Study 1 (n = 236 students), a four-item one-factor solution of the teachers’, parents’, and peers’ versions of the PASS-ACS was identified through an exploratory factor analysis. In Study 2 (n = 712 students), confirmatory factor analyses verified the structure and reliability of the four-item one-factor solution in the teachers’, parents’, and peers’ version of the PASS-ACS, which remained invariant across gender. The structural equation modeling provided evidence for the predictive validity as its results supported the self-determination theory tenets. The PASS-ACS is the first valid and reliable measure to assess students' perceptions of autonomy support for active commuting to and from school from teachers, parents, and peers.

ACS Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José Manuel Segura-Díaz; Jesús Medina-Casaubón; Palma Chillón. Psychometric properties of the teachers’, parents’ and peers’ versions of the Perceived Autonomy Support Scale for Active Commuting to and from School (PASS-ACS) in children and adolescents. Travel Behaviour and Society 2020, 20, 322 -330.

AMA Style

Rafael Burgueño, David González-Cutre, Javier Sevil-Serrano, Manuel Herrador-Colmenero, José Manuel Segura-Díaz, Jesús Medina-Casaubón, Palma Chillón. Psychometric properties of the teachers’, parents’ and peers’ versions of the Perceived Autonomy Support Scale for Active Commuting to and from School (PASS-ACS) in children and adolescents. Travel Behaviour and Society. 2020; 20 ():322-330.

Chicago/Turabian Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José Manuel Segura-Díaz; Jesús Medina-Casaubón; Palma Chillón. 2020. "Psychometric properties of the teachers’, parents’ and peers’ versions of the Perceived Autonomy Support Scale for Active Commuting to and from School (PASS-ACS) in children and adolescents." Travel Behaviour and Society 20, no. : 322-330.

Journal article
Published: 16 March 2020 in Journal of Transport & Health
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Autonomy, competence, and relatedness need satisfaction has been associated with several health-related outcomes in multiple life domains. However, no studies have analysed the role of these needs in an active commuting to and from school context. Grounded in self-determination theory, this research aimed to adapt the Spanish physical education version (Moreno-Murcia et al., 2008) of the Basic Psychological Needs in Exercise Scale (Vlachopoulos and Michailidou, 2006) to active commuting to and from school and test its psychometric properties among a sample of Spanish children and adolescents. A total of 675 students (318 boys and 357 girls; Mage = 13.14, SD = 1.78) participated in this study. The confirmatory factor analysis showed better fit indexes for a 12-item three-factor model (i.e., autonomy, competence, and relatedness) which remained invariant across gender and age. The reliability analysis showed acceptable internal consistency and temporal stability for each of the three factors. Structural equation modelling showed that autonomy, competence, and relatedness need satisfaction positively predicted active commuting to and from school. The Basic Psychological Need Satisfaction in Active Commuting to and from School Scale is the first valid and reliable instrument to measure the three basic psychological needs satisfaction in active commuting to and from school among Spanish young people.

ACS Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José M. Segura-Díaz; Jesús Medina-Casaubón; Palma Chillon. Validation of the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) Scale in Spanish young people. Journal of Transport & Health 2020, 16, 100825 .

AMA Style

Rafael Burgueño, David González-Cutre, Javier Sevil-Serrano, Manuel Herrador-Colmenero, José M. Segura-Díaz, Jesús Medina-Casaubón, Palma Chillon. Validation of the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) Scale in Spanish young people. Journal of Transport & Health. 2020; 16 ():100825.

Chicago/Turabian Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José M. Segura-Díaz; Jesús Medina-Casaubón; Palma Chillon. 2020. "Validation of the Basic Psychological Need Satisfaction in Active Commuting to and from School (BPNS-ACS) Scale in Spanish young people." Journal of Transport & Health 16, no. : 100825.

Journal article
Published: 29 January 2020 in International Journal of Environmental Research and Public Health
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One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

ACS Style

Rafael Burgueño; Jesús Medina-Casaubón. Sport Education and Sportsmanship Orientations: An Intervention in High School Students. International Journal of Environmental Research and Public Health 2020, 17, 837 .

AMA Style

Rafael Burgueño, Jesús Medina-Casaubón. Sport Education and Sportsmanship Orientations: An Intervention in High School Students. International Journal of Environmental Research and Public Health. 2020; 17 (3):837.

Chicago/Turabian Style

Rafael Burgueño; Jesús Medina-Casaubón. 2020. "Sport Education and Sportsmanship Orientations: An Intervention in High School Students." International Journal of Environmental Research and Public Health 17, no. 3: 837.

Research article
Published: 20 January 2020 in SAGE Open
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This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

ACS Style

Rafael Burgueño; José Macarro-Moreno; Jesús Medina-Casaubón. Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students. SAGE Open 2020, 10, 1 .

AMA Style

Rafael Burgueño, José Macarro-Moreno, Jesús Medina-Casaubón. Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students. SAGE Open. 2020; 10 (1):1.

Chicago/Turabian Style

Rafael Burgueño; José Macarro-Moreno; Jesús Medina-Casaubón. 2020. "Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students." SAGE Open 10, no. 1: 1.

Comparative study
Published: 12 August 2019 in Perceptual and Motor Skills
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This research aimed to adapt the Psychological Need Thwarting Scale for use in the Spanish physical education (PE) context and to examine its psychometric properties with secondary school students. Participants were 459 secondary school PE students (206 boys and 253 girls, Mage = 15.41, SDage = 1.05). A confirmatory factor analysis supported an 11-item three-factor correlated model that remained invariant across gender and age. Internal consistency analysis showed adequate values for autonomy (α = .79, ρ = .80, average variance extracted [AVE] = .50), competence (α = .85, ρ = .86, AVE = .61), and relatedness (α = .86, ρ = .86, AVE = .68) need frustration. Temporal stability analysis displayed appropriate values for autonomy (intraclass correlation coefficient [ICC] = .81), competence (ICC = .89), and relatedness (ICC = .78) need frustration. Structural equation modeling showed that, while psychological need satisfaction positively predicted autonomous motivation (β = .72, p < .001), psychological need frustration positively predicted controlled motivation (β = .43, p < .001) and amotivation (β = .48, p < .001). The adapted Psychological Need Thwarting Scale was shown to be a valid and reliable measure for assessing psychological need frustration in Spanish secondary school students.

ACS Style

Rafael Burgueño; Isabel Sánchez-Gallardo; José Macarro-Moreno; Maria-Jesus Lirola; Jesús Manuel Medina Casaubón. Examining Maladaptive Functioning in Physical Education: A Psychometric Analysis of the Psychological Need Thwarting Scale Among Spanish Secondary Students. Perceptual and Motor Skills 2019, 126, 1158 -1177.

AMA Style

Rafael Burgueño, Isabel Sánchez-Gallardo, José Macarro-Moreno, Maria-Jesus Lirola, Jesús Manuel Medina Casaubón. Examining Maladaptive Functioning in Physical Education: A Psychometric Analysis of the Psychological Need Thwarting Scale Among Spanish Secondary Students. Perceptual and Motor Skills. 2019; 126 (6):1158-1177.

Chicago/Turabian Style

Rafael Burgueño; Isabel Sánchez-Gallardo; José Macarro-Moreno; Maria-Jesus Lirola; Jesús Manuel Medina Casaubón. 2019. "Examining Maladaptive Functioning in Physical Education: A Psychometric Analysis of the Psychological Need Thwarting Scale Among Spanish Secondary Students." Perceptual and Motor Skills 126, no. 6: 1158-1177.

Journal article
Published: 04 March 2019 in Transportation Research Part F: Traffic Psychology and Behaviour
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The motivational processes involving active commuting to and from school (ACS) are not yet well understood. Grounded in self-determination theory, the objective of this study was to adapt the Spanish version of the Behavioural Regulation in Exercise Questionnaire-3 to ACS, and to examine the psychometric properties of the resulting version called Behavioural Regulation in Active Commuting to and from School (BR-ACS). The participants were 404 secondary students (207 girls; Mage = 14.25, SD = 1.32) from different Spanish cities. The confirmatory factor analyses revealed adequate fit indices both for a six-factor structure (intrinsic motivation, integrated, identified, introjected and external regulation, and amotivation) and a hierarchical three-factor structure (autonomous, controlled motivation, and amotivation). The factor structure was invariant across gender and age. The internal consistency and temporal stability analyses showed adequate values for each factor. The binary logistic regression analysis reflected that intrinsic motivation, integrated, and identified regulation positively and significantly predicted ACS behaviour. The BR-ACS contributes to a better understanding of the motivational processes implied in adolescents’ ACS behaviour.

ACS Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José Manuel Segura-Díaz; Jesús Medina-Casaubón; Palma Chillón. Understanding the motivational processes involved in adolescents’ active commuting behaviour: Development and validation of the Behavioural Regulation in Active Commuting to and from School (BR-ACS) Questionnaire. Transportation Research Part F: Traffic Psychology and Behaviour 2019, 62, 615 -625.

AMA Style

Rafael Burgueño, David González-Cutre, Javier Sevil-Serrano, Manuel Herrador-Colmenero, José Manuel Segura-Díaz, Jesús Medina-Casaubón, Palma Chillón. Understanding the motivational processes involved in adolescents’ active commuting behaviour: Development and validation of the Behavioural Regulation in Active Commuting to and from School (BR-ACS) Questionnaire. Transportation Research Part F: Traffic Psychology and Behaviour. 2019; 62 ():615-625.

Chicago/Turabian Style

Rafael Burgueño; David González-Cutre; Javier Sevil-Serrano; Manuel Herrador-Colmenero; José Manuel Segura-Díaz; Jesús Medina-Casaubón; Palma Chillón. 2019. "Understanding the motivational processes involved in adolescents’ active commuting behaviour: Development and validation of the Behavioural Regulation in Active Commuting to and from School (BR-ACS) Questionnaire." Transportation Research Part F: Traffic Psychology and Behaviour 62, no. : 615-625.

Original articles
Published: 20 February 2018 in The Journal of Experimental Education
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Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers.

ACS Style

Rafael Burgueño; Alvaro Sicilia; Jesús Manuel Medina Casaubón; Manuel Alcaraz-Ibáñez; Maria-Jesus Lirola. Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education. The Journal of Experimental Education 2018, 87, 89 -100.

AMA Style

Rafael Burgueño, Alvaro Sicilia, Jesús Manuel Medina Casaubón, Manuel Alcaraz-Ibáñez, Maria-Jesus Lirola. Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education. The Journal of Experimental Education. 2018; 87 (1):89-100.

Chicago/Turabian Style

Rafael Burgueño; Alvaro Sicilia; Jesús Manuel Medina Casaubón; Manuel Alcaraz-Ibáñez; Maria-Jesus Lirola. 2018. "Psychometry of the Teacher's Sense of Efficacy Scale in Spanish Teachers' Education." The Journal of Experimental Education 87, no. 1: 89-100.