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Desde la teoría del liderazgo transformacional, este estudio tenía como objetivo analizar las propiedades psicométricas de una versión adaptada al ámbito educativo del Multifactor Leadership Questionnaire (MLQ-5X). Un total de 1551 estudiantes españoles (M = 15,47 años ± 0,72; 679 chicos y 872 chicas) de 31 centros de enseñanza secundaria participaron en el estudio. El análisis factorial confirmatorio de la estructura inicial de nueve factores de la escala determinó la necesidad de eliminar dos ítems del factor dirección por excepción pasiva, agrupando en un solo factor el liderazgo pasivo. En un segundo modelo de ocho factores, se hallaron altas correlaciones entre los factores del liderazgo transformacional, señalando la necesidad de establecer un factor de primer orden. Finalmente, se testó un tercer modelo que obtuvo valores adecuados de validez y fiabilidad, que estaba compuesto por 34 ítems distribuidos en 4 factores principales (liderazgo transformacional, recompensa contingente, dirección por excepción activa y liderazgo pasivo) y 5 factores secundarios para el liderazgo transformacional (influencia idealizada conducta, influencia idealizada atribuida, motivación inspiracional, estimulación intelectual y consideración individualizada. Por tanto, la versión española del MLQ-5X en el ámbito educativo puede ser utilizada para evaluar el liderazgo transformacional de los docentes desde la percepción del alumnado. Drawing from the transformational leadership theory, this study aimed to analyze the psychometric properties of a version adapted to the educational environment of the Multifactor Leadership Questionnaire (MLQ-5X). A total of 1551 Spanish students (M = 15.47 years ± 0.72; 679 boys and 872 girls) from 31 secondary schools participated in the study. The confirmatory factor analysis of the initial structure of nine factors of the scale determined the need to eliminate two items of the direction by passive exception factor, grouping passive leadership into a single factor. In a second eight-factor model, high correlations were found between the factors of transformational leadership, indicating the need to establish a first-order factor. Finally, a third model was tested that obtained adequate values of validity and reliability, which was composed of 34 items distributed in 4 main factors (transformational leadership, contingent reward, leadership by active exception and passive leadership) and 5 secondary factors for transformational leadership (idealized influence behavior, attributed idealized influence, inspirational motivation, intellectual stimulation and individualized consideration). Therefore, the Spanish version of the MLQ-5X in the educational field can be used to assess the transformational leadership of teachers from the perception of the students.
Héctor Moreno-Casado; Francisco Miguel Leo-Marcos; Miguel Ángel López-Gajardo; Tomás García-Calvo; Ricardo Cuevas; David Sánchez-Oliva. Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español. Anales de Psicología 2021, 37, 311 -322.
AMA StyleHéctor Moreno-Casado, Francisco Miguel Leo-Marcos, Miguel Ángel López-Gajardo, Tomás García-Calvo, Ricardo Cuevas, David Sánchez-Oliva. Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español. Anales de Psicología. 2021; 37 (2):311-322.
Chicago/Turabian StyleHéctor Moreno-Casado; Francisco Miguel Leo-Marcos; Miguel Ángel López-Gajardo; Tomás García-Calvo; Ricardo Cuevas; David Sánchez-Oliva. 2021. "Adaptación y validación de la escala de liderazgo MLQ-5X al contexto educativo español." Anales de Psicología 37, no. 2: 311-322.
The aim of this study is to evaluate a theoretical model for analyzing the influence of need satisfaction, need thwarting, motivation, enjoyment, boredom, and exhaustion in physical education on the intention to be physically active. In addition, we examined the mediation effect of motivation between psychological basic needs and the intention to be physically active. The study was based on self-determination theory. To achieve this, 480 students between 12 and 18 years old filled out a questionnaire to measure the satisfaction and thwarting of basic psychological needs, motivation, enjoyment, boredom, exhaustion, and intention to be physically active. The results of path analysis showed the relevance of the satisfaction of the need for competence in physical education in order to increase self-determined motivation, enjoyment, and intention to be physically active. Additionally, intention was positively predicted by enjoyment and negatively predicted by exhaustion. Need thwarting directly predicted negative consequences, such as boredom and exhaustion. Motivation mediated the relationship between basic needs and intention to be physically active. These data highlight the importance of considering basic psychological need thwarting in studies on the promotion of physical activity.
Ricardo Cuevas-Campos; Juan Fernández-Bustos; David González-Cutre; Andrea Hernández-Martínez. Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active. Sustainability 2020, 12, 7312 .
AMA StyleRicardo Cuevas-Campos, Juan Fernández-Bustos, David González-Cutre, Andrea Hernández-Martínez. Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active. Sustainability. 2020; 12 (18):7312.
Chicago/Turabian StyleRicardo Cuevas-Campos; Juan Fernández-Bustos; David González-Cutre; Andrea Hernández-Martínez. 2020. "Need Satisfaction and Need Thwarting in Physical Education and Intention to be Physically Active." Sustainability 12, no. 18: 7312.
Research on the dark triad traits (narcissism, Machiavellianism and psychopathy) is increasingly focusing on the functional or dysfunctional influences of personality traits on cognitive, behavioural and emotional responses. Thus, studies in sport contexts have shown that athletes who participate in competitive sports have higher scores in the dark triad than those who do not. The objectives of this cross-sectional study were to evaluate the linear and predictive relationships between dark traits and competitiveness (p < 0.01), as well as to identify any differences based on sports orientation (professionals vs. amateurs). Scales SD3 (dark personality) and C−10 (competitiveness) were applied to a sample of Spanish athletes (n = 806). The results show that competitiveness is strongly related to the traits of the dark personality triad. Narcissism is related to both the desire to win and the fear of losing, while Machiavellian tendencies are high when athletes feel like losers. Finally, psychopathic tendencies are related to feelings of inferiority and fear of failure. In conclusion, the results suggest that dark personality traits are related not only to the individuality of the athletes, but also to the self-perception of both their psychological response and the competitiveness of their sporting environment.
Juan González-Hernández; Ricardo Cuevas-Campos; María Isabel Tovar-Gálvez; Lucía Melguizo-Rodríguez. Why Negative or Positive, If It makes Me Win? Dark Personality in Spanish Competitive Athletes. International Journal of Environmental Research and Public Health 2020, 17, 3504 .
AMA StyleJuan González-Hernández, Ricardo Cuevas-Campos, María Isabel Tovar-Gálvez, Lucía Melguizo-Rodríguez. Why Negative or Positive, If It makes Me Win? Dark Personality in Spanish Competitive Athletes. International Journal of Environmental Research and Public Health. 2020; 17 (10):3504.
Chicago/Turabian StyleJuan González-Hernández; Ricardo Cuevas-Campos; María Isabel Tovar-Gálvez; Lucía Melguizo-Rodríguez. 2020. "Why Negative or Positive, If It makes Me Win? Dark Personality in Spanish Competitive Athletes." International Journal of Environmental Research and Public Health 17, no. 10: 3504.
Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level; however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were differentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students.
Juan Gregorio Fernández-Bustos; Juan Carlos Pastor-Vicedo; Irene González-Martí; Ricardo Cuevas-Campos. Physical Fitness and Peer Relationships in Spanish Preadolescents. International Journal of Environmental Research and Public Health 2020, 17, 1890 .
AMA StyleJuan Gregorio Fernández-Bustos, Juan Carlos Pastor-Vicedo, Irene González-Martí, Ricardo Cuevas-Campos. Physical Fitness and Peer Relationships in Spanish Preadolescents. International Journal of Environmental Research and Public Health. 2020; 17 (6):1890.
Chicago/Turabian StyleJuan Gregorio Fernández-Bustos; Juan Carlos Pastor-Vicedo; Irene González-Martí; Ricardo Cuevas-Campos. 2020. "Physical Fitness and Peer Relationships in Spanish Preadolescents." International Journal of Environmental Research and Public Health 17, no. 6: 1890.
Ricardo Cuevas; Nikos Ntoumanis; Juan Gregorio Fernández-Bustos; Kimberley Bartholomew. Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of School Psychology 2018, 68, 154 -162.
AMA StyleRicardo Cuevas, Nikos Ntoumanis, Juan Gregorio Fernández-Bustos, Kimberley Bartholomew. Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of School Psychology. 2018; 68 ():154-162.
Chicago/Turabian StyleRicardo Cuevas; Nikos Ntoumanis; Juan Gregorio Fernández-Bustos; Kimberley Bartholomew. 2018. "Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?" Journal of School Psychology 68, no. : 154-162.
Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.
Ricardo Cuevas; Luis Miguel García-López; Jaime Serra-Olivares. Sport education model and self-determination theory. Kinesiology 2016, 48, 30 -38.
AMA StyleRicardo Cuevas, Luis Miguel García-López, Jaime Serra-Olivares. Sport education model and self-determination theory. Kinesiology. 2016; 48 (1):30-38.
Chicago/Turabian StyleRicardo Cuevas; Luis Miguel García-López; Jaime Serra-Olivares. 2016. "Sport education model and self-determination theory." Kinesiology 48, no. 1: 30-38.
Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers’ perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.
Ricardo Cuevas; David Sánchez-Oliva; Kimberley J. Bartholomew; Nikos Ntoumanis; Tomás García-Calvo. Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers. The Spanish Journal of Psychology 2015, 18, E53 .
AMA StyleRicardo Cuevas, David Sánchez-Oliva, Kimberley J. Bartholomew, Nikos Ntoumanis, Tomás García-Calvo. Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers. The Spanish Journal of Psychology. 2015; 18 ():E53.
Chicago/Turabian StyleRicardo Cuevas; David Sánchez-Oliva; Kimberley J. Bartholomew; Nikos Ntoumanis; Tomás García-Calvo. 2015. "Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers." The Spanish Journal of Psychology 18, no. : E53.
Ricardo Cuevas; Luis Miguel García López; Onofre Contreras. Influencia del modelo de Educación Deportiva en las necesidades psicológicas básicas. Cuadernos de Psicología del Deporte 2015, 15, 155 -162.
AMA StyleRicardo Cuevas, Luis Miguel García López, Onofre Contreras. Influencia del modelo de Educación Deportiva en las necesidades psicológicas básicas. Cuadernos de Psicología del Deporte. 2015; 15 (2):155-162.
Chicago/Turabian StyleRicardo Cuevas; Luis Miguel García López; Onofre Contreras. 2015. "Influencia del modelo de Educación Deportiva en las necesidades psicológicas básicas." Cuadernos de Psicología del Deporte 15, no. 2: 155-162.
Juan-Gregorio Fernández-Bustos; Irene González-Martí; Onofre Contreras; Ricardo Cuevas. Relación entre imagen corporal y autoconcepto físico en mujeres adolescentes. Revista Latinoamericana de Psicología 2015, 47, 25 -33.
AMA StyleJuan-Gregorio Fernández-Bustos, Irene González-Martí, Onofre Contreras, Ricardo Cuevas. Relación entre imagen corporal y autoconcepto físico en mujeres adolescentes. Revista Latinoamericana de Psicología. 2015; 47 (1):25-33.
Chicago/Turabian StyleJuan-Gregorio Fernández-Bustos; Irene González-Martí; Onofre Contreras; Ricardo Cuevas. 2015. "Relación entre imagen corporal y autoconcepto físico en mujeres adolescentes." Revista Latinoamericana de Psicología 47, no. 1: 25-33.
The reduction of racial prejudice is an important challenge of intercultural education. Thus, the aim of this study was to analyze racial prejudice, as well as the different profiles and the possible educational implications in secondary school students. A total of 327 third form students completed the scales of blatant and subtle prejudice and also a scale of emotions towards North Africans. The results showed significant levels of subtle prejudice and four profiles of racial prejudice, with a low number of students showing equalitarian tendencies. A multivariate analysis showed significant differences in prejudice depending on social distance as well as the academic level of the participants’ families. Finally, we discuss the results from the perspective of intercultural education and we suggest some lines of intervention in order to promote the integration of students from different cultures.
Ricardo Cuevas; Onofre Contreras; Tomás García-Calvo; Juan-Carlos Pastor. Nature and profiles of racial prejudice: analyses and educational implications in Secondary School students / Naturaleza y perfiles del prejuicio racial: análisis e implicaciones educativas en alumnos de Educación Secundaria. Infancia y Aprendizaje 2014, 37, 248 -277.
AMA StyleRicardo Cuevas, Onofre Contreras, Tomás García-Calvo, Juan-Carlos Pastor. Nature and profiles of racial prejudice: analyses and educational implications in Secondary School students / Naturaleza y perfiles del prejuicio racial: análisis e implicaciones educativas en alumnos de Educación Secundaria. Infancia y Aprendizaje. 2014; 37 (2):248-277.
Chicago/Turabian StyleRicardo Cuevas; Onofre Contreras; Tomás García-Calvo; Juan-Carlos Pastor. 2014. "Nature and profiles of racial prejudice: analyses and educational implications in Secondary School students / Naturaleza y perfiles del prejuicio racial: análisis e implicaciones educativas en alumnos de Educación Secundaria." Infancia y Aprendizaje 37, no. 2: 248-277.
The aim was to analyze the impact of an intervention program of physical education (PE) for improvement the motivation among secondary students in Spain. Using the Achievement Goals Theory as a guide framework, two groups were used for the survey: the experimental group (n=86), which received 16 lessons of PE based in a mastery climate, and the control group (n=83), which received a traditional PE lessons. A program was design following the recommendations of Ames (1992) with the aim of improvement the task orientation and the perception of a mastery climate in PE. Using the 2x2 Achievement Goals in PE Questionnaire and the Learning and Performance Orientations in PE Classes Questionnaire, pre- and post-intervention measures of achievement goals and perception of the climate were measured in both groups. In the experimental group, the statistics analysis showed a significant decrease of the perception of performance climate. The results suggest that the mastery climate in PE can help to promote adaptative motivational profiles of the students.
Ricardo Cuevas; Onofre Contreras; Tomás García-Calvo. Effects of an Experimental Program to Improve the Motivation in Physical Education of Spanish Students. Procedia - Social and Behavioral Sciences 2012, 47, 734 -738.
AMA StyleRicardo Cuevas, Onofre Contreras, Tomás García-Calvo. Effects of an Experimental Program to Improve the Motivation in Physical Education of Spanish Students. Procedia - Social and Behavioral Sciences. 2012; 47 ():734-738.
Chicago/Turabian StyleRicardo Cuevas; Onofre Contreras; Tomás García-Calvo. 2012. "Effects of an Experimental Program to Improve the Motivation in Physical Education of Spanish Students." Procedia - Social and Behavioral Sciences 47, no. : 734-738.