This page has only limited features, please log in for full access.
The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.
Juan Moreno-Murcia; Julio Barrachina-Peris; Manuel Ballester Campillo; Estefanía Estévez; Elisa Huéscar. Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education. International Journal of Environmental Research and Public Health 2021, 18, 7717 .
AMA StyleJuan Moreno-Murcia, Julio Barrachina-Peris, Manuel Ballester Campillo, Estefanía Estévez, Elisa Huéscar. Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18 (14):7717.
Chicago/Turabian StyleJuan Moreno-Murcia; Julio Barrachina-Peris; Manuel Ballester Campillo; Estefanía Estévez; Elisa Huéscar. 2021. "Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education." International Journal of Environmental Research and Public Health 18, no. 14: 7717.
El presente estudio comprueba la relación predictiva del apoyo a la autonomía del profesor en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación. Participaron 1149 estudiantes (52% hombres y 48% mujeres) de quinto (n = 566) y sexto grado (n = 583) de escuelas primarias del Estado de Chihuahua, México. Con un rango de 10 y 13 años (M = 10.51; DE = .67). Se confirmó una predicción positiva del apoyo a la autonomía sobre la resiliencia, a través de los mediadores necesidades psicológicas básicas, motivación autónoma, cooperación y afiliación. Los datos revelan que el fomento del apoyo a la autonomía se relaciona con el bienestar psicosocial de los estudiantes, fortaleciendo una conducta adaptativa y resiliente ante la adversidad. Este diseño predictivo es una guía importante para la preparación de intervenciones que trabajen la resiliencia, así como la cooperatividad y la afiliación, con estrategias de apoyo a la autonomía.
Carla Mariela Salazar-Ayala; Gabriel Gastélum-Cuadras; Elisa Huéscar Hernández; Juan Antonio Moreno-Murcia. Apoyo a la autonomía en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación. European Journal of Education and Psychology 2021, 14, 1 -16.
AMA StyleCarla Mariela Salazar-Ayala, Gabriel Gastélum-Cuadras, Elisa Huéscar Hernández, Juan Antonio Moreno-Murcia. Apoyo a la autonomía en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación. European Journal of Education and Psychology. 2021; 14 (1):1-16.
Chicago/Turabian StyleCarla Mariela Salazar-Ayala; Gabriel Gastélum-Cuadras; Elisa Huéscar Hernández; Juan Antonio Moreno-Murcia. 2021. "Apoyo a la autonomía en la resiliencia de los estudiantes a través de un modelo cognitivo-social de motivación." European Journal of Education and Psychology 14, no. 1: 1-16.
The aim of the study was to examine the controlling style in two contexts of social influence: the team (i.e., coach and teammates) and the family (i.e., father and mother), as well as the mediational role of motivation (autonomous, controlled, and amotivation) and its relationship with boredom and burnout in young swimmers. To this end, 267 swimmers (140 girls and 127 boys) between 12 and 18 years of age (M = 14.26; SD = 1.61) were assessed. The results showed that in the team context, coaches’ controlling style directly promoted controlled motivation and boredom in their swimmers, and indirectly influenced burnout through the mediating role of swimmers’ controlled motivation. Teammates’ controlling style was directly associated with controlled motivation, amotivation, and burnout, and indirectly associated with boredom and burnout through the mediating role of amotivation. Regarding the family context, the father’s controlling style showed direct associations with controlled motivation and burnout, and indirect associations with boredom through the mediating role of swimmers’ controlled motivation. Finally, the associations of the mother’s controlling style with all the variables studied were neutralized by the father’s controlling interpersonal style. This study emphasizes the differentiating role of significant others when displaying controlling styles, and it confirms that the controlling style has a significant relationship with maladaptive sport practice experiences.
Octavio Alvarez; Lluis Tormo-Barahona; Isabel Castillo; Juan Moreno-Murcia. Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers. International Journal of Environmental Research and Public Health 2021, 18, 5828 .
AMA StyleOctavio Alvarez, Lluis Tormo-Barahona, Isabel Castillo, Juan Moreno-Murcia. Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers. International Journal of Environmental Research and Public Health. 2021; 18 (11):5828.
Chicago/Turabian StyleOctavio Alvarez; Lluis Tormo-Barahona; Isabel Castillo; Juan Moreno-Murcia. 2021. "Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers." International Journal of Environmental Research and Public Health 18, no. 11: 5828.
«El proceso de enseñanza y el éxito del aprendizaje están estrechamente vinculados a factores cognitivos y motivacionales. Este estudio tuvo como propósito poner a prueba un modelo multinivel en estudiantes de Educación Superior sobre la relación de la organización docente y las dimensiones del grit, mediada por la competencia percibida. Participaron 3.033 estudiantes de cinco países, a los que se les midió la utilidad y organización del docente, la competencia y el grit. Los resultados muestran que, a nivel individual, la organización por parte del profesorado centrada en la utilidad se relacionó positivamente con el grit del estudiante cuando estaba mediada por la competencia percibida. Se sugiere que el profesor mejore su tarea organizativa docente, pues genera mayores logros en el estudiante a través del impacto positivo sobre su competencia.
Juan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación 2021, 1 .
AMA StyleJuan-Antonio Moreno-Murcia, Elisa Huéscar, Jaime León, Alfonso Valero-Valenzuela, Gracielle Fin, Rudy-José Nodari-Júnior, José-L. Tristán, Gabriel Gastélum-Cuadras, Rodrigo Vargas-Vitoria, Luis Cid, Diogo Monteiro, Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación. 2021; ():1.
Chicago/Turabian StyleJuan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. 2021. "Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit»." Estudios sobre Educación , no. : 1.
Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.
José Lozano-Jiménez; Elisa Huéscar; Juan Moreno-Murcia. Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability 2021, 13, 5006 .
AMA StyleJosé Lozano-Jiménez, Elisa Huéscar, Juan Moreno-Murcia. Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability. 2021; 13 (9):5006.
Chicago/Turabian StyleJosé Lozano-Jiménez; Elisa Huéscar; Juan Moreno-Murcia. 2021. "Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students." Sustainability 13, no. 9: 5006.
Currently, educational trends show how cognitive and affective-motivational integration are presented as key factors in the students’ learning process. Therefore, the social supportiveness that students receive from teachers can play an important role in motivation towards learning, developing intrinsic motivations which favor their commitment. This study presents the validation of a measuring instrument to Spanish context about how the university students perceive the teacher social supportiveness and how it relates to motivational profiles. The sample had 396 university students (305 men and 91 women), 22.87 years average age, to whom social supportiveness and academic motivation were measured. After the analyses, The Interpersonal Behavior Scale showed adequate psychometric measures. Three motivational profiles were found. The data showed that students with a high self-determined profile present higher values in social supportiveness than those with a less self-determined profile. It’s expected these results support the evidence to train motivating teachers related with a positive impact on the students' learning process.
Juan Antonio Moreno-Murcia; Miguel Corbí. Social support by teacher and motivational profile of Higher Education students. Psychology, Society & Education 2021, 13, 9 -25.
AMA StyleJuan Antonio Moreno-Murcia, Miguel Corbí. Social support by teacher and motivational profile of Higher Education students. Psychology, Society & Education. 2021; 13 (1):9-25.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Miguel Corbí. 2021. "Social support by teacher and motivational profile of Higher Education students." Psychology, Society & Education 13, no. 1: 9-25.
The objective of this study was to test a multilevel model about the relationship between teacher’s controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher’s controlling style negatively predicts the relatedness, but does not predict the students’ group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms.
Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Gracielle Fin; Jaime León; Juan L. Núñez. Controlling style, relatedness and cohesion in university students: A six countries comparison. Current Psychology 2021, 1 -8.
AMA StyleJuan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Gracielle Fin, Jaime León, Juan L. Núñez. Controlling style, relatedness and cohesion in university students: A six countries comparison. Current Psychology. 2021; ():1-8.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Gracielle Fin; Jaime León; Juan L. Núñez. 2021. "Controlling style, relatedness and cohesion in university students: A six countries comparison." Current Psychology , no. : 1-8.
O objetivo deste estudo foi identificar a relação do estilo controlador docente com a motivação autodeterminada dos estudantes para as aulas de educação física. Foram investigadas a percepção sobre o estilo controlador docente na educação física e a motivação dos estudantes para a prática destas aulas, em 615 estudantes, de 12 a 14 anos. Foram realizadas as análises descritivas e de correlação, além das análises multivariadas de variância e análise de regressão linear. O estilo controlador docente durante as aulas de educação física apresentou correlação negativa com a motivação autodeterminada. Considerando sexo e idade, foram os meninos e estudantes de menor idade os que apresentaram maiores valores para motivação autodeterminada. Em conclusão, este estudo fornece evidências de que o estilo interpessoal controlador do docente influencia na motivação autodeterminada dos estudantes. Os resultados, de maneira geral, nos permitem enfatizar a importância da criação de estratégias pedagógicas e programas educacionais que favoreçam a autonomia durante a infância e adolescência para promover o desenvolvimento da motivação autodeterminada.
Gracielle Fin; Elisabeth Baretta; Rudy José Nodari Júnior; Juan Antonio Moreno-Murcia. Estilo controlador docente e a motivação autodeterminada dos estudantes na educação física escolar. Revista Brasileira de Psicologia do Esporte 2020, 10, 1 .
AMA StyleGracielle Fin, Elisabeth Baretta, Rudy José Nodari Júnior, Juan Antonio Moreno-Murcia. Estilo controlador docente e a motivação autodeterminada dos estudantes na educação física escolar. Revista Brasileira de Psicologia do Esporte. 2020; 10 (2):1.
Chicago/Turabian StyleGracielle Fin; Elisabeth Baretta; Rudy José Nodari Júnior; Juan Antonio Moreno-Murcia. 2020. "Estilo controlador docente e a motivação autodeterminada dos estudantes na educação física escolar." Revista Brasileira de Psicologia do Esporte 10, no. 2: 1.
(1) Background: The aim of this study was to design and analyze the validity of the SMACC (Scale to Measure Aquatic Competence in Children) to evaluate aquatic competence in three- to six-year-old children. In addition, the relation between real competence obtained with the SMACC and perceived aquatic competence was verified as well as its differences according to sex and age. (2) Methods: Content validation was performed through the consensus of nine experts using the Delphi technique, and comprehension validity was determined through a pilot study on a sample of 122 children. An exploratory and confirmatory factor analysis was performed with two independent samples of 384 and 444 school children between three and six years old, respectively. (3) Results: After the pertinent adjustments, the final questionnaire comprised 17 items, which showed a good fit for both comprehension and content validity. The results of the exploratory and confirmatory analyses support the use of three dimensions in aquatic competence: motor, socio-affective, and cognitive. The correlations support construct validity showing a positive relation with perceived aquatic competence. (4) Conclusions: These promising validity data are discussed from a global and integrative perspective in relation to the improvement of children’s development in the aquatic environment during the early stages of their lives.
Juan Antonio Moreno-Murcia; Luciane De Paula Borges; Elisa Huéscar Hernández. Design and Validation of the Scale to Measure Aquatic Competence in Children (SMACC). International Journal of Environmental Research and Public Health 2020, 17, 6188 .
AMA StyleJuan Antonio Moreno-Murcia, Luciane De Paula Borges, Elisa Huéscar Hernández. Design and Validation of the Scale to Measure Aquatic Competence in Children (SMACC). International Journal of Environmental Research and Public Health. 2020; 17 (17):6188.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Luciane De Paula Borges; Elisa Huéscar Hernández. 2020. "Design and Validation of the Scale to Measure Aquatic Competence in Children (SMACC)." International Journal of Environmental Research and Public Health 17, no. 17: 6188.
A growing body of research-based knowledge has been generated for the purpose of better understanding the reciprocal and dynamic relationship between teachers’ instructional characteristics and students’ psychosocial and learning outcomes. This study specifically examined the relationship between teachers’ interpersonal styles and fear of failure outcomes in physical education students. Five hundred sixty-two middle school and high school students in Physical Education classes (PE) participated in the study. Students completed questionnaires that assessed instructors’ autonomy-supportive and controlling teaching styles and students’ own fear of failure. A person-centered analysis was used to test the hypotheses. The results revealed that higher teacher autonomy support was associated with lower student fear of failure. To the contrary, a controlling teaching style was associated with fear of failure in these students. Two profiles emerged in which moderate fear of failure was associated with a stronger perception of a controlling teacher style and lower levels of fear of failure were associated with greater perceived instructor support for autonomy.
Elisa Huéscar Hernández; Juan Antonio Moreno-Murcia; José Espín. Teachers’ interpersonal styles and fear of failure from the perspective of physical education students. PLOS ONE 2020, 15, e0235011 .
AMA StyleElisa Huéscar Hernández, Juan Antonio Moreno-Murcia, José Espín. Teachers’ interpersonal styles and fear of failure from the perspective of physical education students. PLOS ONE. 2020; 15 (6):e0235011.
Chicago/Turabian StyleElisa Huéscar Hernández; Juan Antonio Moreno-Murcia; José Espín. 2020. "Teachers’ interpersonal styles and fear of failure from the perspective of physical education students." PLOS ONE 15, no. 6: e0235011.
Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.
Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luís Cid; Diogo Monteiro; Filipe Rodrigues; Diogo Teixeira; Jeanette M. López-Walle; Argenis Vergara-Torres; José Tristan; Gabriel Gastélum-Cuadras; Julio Cesar Guedea Delgado; Juan Luis Soto Peña; Iván Rentería; Rodrigo Vargas Vitoria; Aquiles Alejandro Almonacid Fierro; Alfonso Valero-Valenzuela; Jorge Flandez; Rudy José Nodari Júnior; Gracielle Fin; Mauricio Rocha Calomeni; Divaldo Martins De Souza; César Augusto De Souza Santos. Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries. International Journal of Environmental Research and Public Health 2020, 17, 3981 .
AMA StyleJuan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Luís Cid, Diogo Monteiro, Filipe Rodrigues, Diogo Teixeira, Jeanette M. López-Walle, Argenis Vergara-Torres, José Tristan, Gabriel Gastélum-Cuadras, Julio Cesar Guedea Delgado, Juan Luis Soto Peña, Iván Rentería, Rodrigo Vargas Vitoria, Aquiles Alejandro Almonacid Fierro, Alfonso Valero-Valenzuela, Jorge Flandez, Rudy José Nodari Júnior, Gracielle Fin, Mauricio Rocha Calomeni, Divaldo Martins De Souza, César Augusto De Souza Santos. Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries. International Journal of Environmental Research and Public Health. 2020; 17 (11):3981.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luís Cid; Diogo Monteiro; Filipe Rodrigues; Diogo Teixeira; Jeanette M. López-Walle; Argenis Vergara-Torres; José Tristan; Gabriel Gastélum-Cuadras; Julio Cesar Guedea Delgado; Juan Luis Soto Peña; Iván Rentería; Rodrigo Vargas Vitoria; Aquiles Alejandro Almonacid Fierro; Alfonso Valero-Valenzuela; Jorge Flandez; Rudy José Nodari Júnior; Gracielle Fin; Mauricio Rocha Calomeni; Divaldo Martins De Souza; César Augusto De Souza Santos. 2020. "Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries." International Journal of Environmental Research and Public Health 17, no. 11: 3981.
The objective of this study was to analyze the motivational, behavioral, and cognitive effect of autonomy support in rescue and lifesaving classes within the framework of the self-determination theory. The sample consisted of 40 students aged from 19 to 26 years old (M = 20.83; TD = 1.86). Students were randomly divided into the intervention (n = 19) and control (n = 21) groups. The following were measured: the perception of the autonomy-supportive and controlling interpersonal styles, the social support for the basic psychological needs of the professor, the satisfaction of the basic psychological needs, and the aquatic competence in rescue and lifeguarding. After the application of the program, improvements were observed in the intervention group in the variables of perception of autonomy support, social support for autonomy, and competence; satisfaction of the basic psychological needs for autonomy and competence; and improvement of the cognitive and behavioral processes of aquatic competence in rescue and lifeguarding. The findings show the effectiveness of the interpersonal teaching style of the autonomy-support program by obtaining more positive results at the motivational, behavioral, and cognitive levels, as opposed to a controlling interpersonal style.
Irene Castañón-Rubio; Pablo Jorge Marcos-Pardo; Francisco Cano Noguera; Juan Antonio Moreno-Murcia. Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards. Sustainability 2020, 12, 4364 .
AMA StyleIrene Castañón-Rubio, Pablo Jorge Marcos-Pardo, Francisco Cano Noguera, Juan Antonio Moreno-Murcia. Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards. Sustainability. 2020; 12 (11):4364.
Chicago/Turabian StyleIrene Castañón-Rubio; Pablo Jorge Marcos-Pardo; Francisco Cano Noguera; Juan Antonio Moreno-Murcia. 2020. "Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards." Sustainability 12, no. 11: 4364.
This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.
Elisa Huéscar Hernández; Jose Antonio Andrés Fabra; Juan Antonio Moreno-Murcia. Effect of autonomy support and dialogic learning on school children’s physical activity and sport. Scandinavian Journal of Psychology 2020, 61, 402 -409.
AMA StyleElisa Huéscar Hernández, Jose Antonio Andrés Fabra, Juan Antonio Moreno-Murcia. Effect of autonomy support and dialogic learning on school children’s physical activity and sport. Scandinavian Journal of Psychology. 2020; 61 (3):402-409.
Chicago/Turabian StyleElisa Huéscar Hernández; Jose Antonio Andrés Fabra; Juan Antonio Moreno-Murcia. 2020. "Effect of autonomy support and dialogic learning on school children’s physical activity and sport." Scandinavian Journal of Psychology 61, no. 3: 402-409.
Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.
Elisa Huéscar Hernández; Juan Antonio Moreno-Murcia; Luís Cid; Diogo Monteiro; Filipe Rodrigues. Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students. International Journal of Environmental Research and Public Health 2020, 17, 2143 .
AMA StyleElisa Huéscar Hernández, Juan Antonio Moreno-Murcia, Luís Cid, Diogo Monteiro, Filipe Rodrigues. Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students. International Journal of Environmental Research and Public Health. 2020; 17 (6):2143.
Chicago/Turabian StyleElisa Huéscar Hernández; Juan Antonio Moreno-Murcia; Luís Cid; Diogo Monteiro; Filipe Rodrigues. 2020. "Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students." International Journal of Environmental Research and Public Health 17, no. 6: 2143.
The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students’ perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.
Elisa Huéscar; Juan Antonio Moreno-Murcia; Jose F. Domenech; Juan L. Núñez. Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time. Frontiers in Psychology 2020, 10, 1 .
AMA StyleElisa Huéscar, Juan Antonio Moreno-Murcia, Jose F. Domenech, Juan L. Núñez. Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time. Frontiers in Psychology. 2020; 10 ():1.
Chicago/Turabian StyleElisa Huéscar; Juan Antonio Moreno-Murcia; Jose F. Domenech; Juan L. Núñez. 2020. "Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time." Frontiers in Psychology 10, no. : 1.
The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.
Alfonso Valero-Valenzuela; Gabriel López; Juan Antonio Moreno-Murcia; David Manzano-Sánchez. From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes. Sustainability 2019, 11, 6589 .
AMA StyleAlfonso Valero-Valenzuela, Gabriel López, Juan Antonio Moreno-Murcia, David Manzano-Sánchez. From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes. Sustainability. 2019; 11 (23):6589.
Chicago/Turabian StyleAlfonso Valero-Valenzuela; Gabriel López; Juan Antonio Moreno-Murcia; David Manzano-Sánchez. 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes." Sustainability 11, no. 23: 6589.
This intervention study investigates the effects of teacher autonomy support on basic psychological needs, self-determined motivation for giving physical education classes and satisfaction from engaging in physical activity. The sample consisted of 61 students (32 in the experimental group and 29 in the control group), aged 12 to 14 years. Two physical education teachers were part of the group, one who was trained to give autonomy-support classes and the other used the usual class model. The experimental group teacher gave classes based on the autonomy support style, while his control group counterpart did not follow any model. The students, assessed before and after the 8-month intervention, were measured for perception of interpersonal teaching style, basic psychological needs, self-determined motivation and satisfaction from engaging in physical activity. The results showed that the experimental group exhibited higher indices for autonomy, competence and relatedness, self-determined motivation and satisfaction from engaging in physical activity, when compared to the control group. The study provides evidence of the effectiveness of programs that support autonomy in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and its positive consequences in relation to physical education classes.
Gracielle Fin; Juan Antonio Moreno-Murcia; Jaime León; Elisabeth Baretta; Rudy José Nodari Júnior. Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE 2019, 14, e0216609 .
AMA StyleGracielle Fin, Juan Antonio Moreno-Murcia, Jaime León, Elisabeth Baretta, Rudy José Nodari Júnior. Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE. 2019; 14 (5):e0216609.
Chicago/Turabian StyleGracielle Fin; Juan Antonio Moreno-Murcia; Jaime León; Elisabeth Baretta; Rudy José Nodari Júnior. 2019. "Interpersonal autonomy support style and its consequences in physical education classes." PLOS ONE 14, no. 5: e0216609.
(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk's Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The "Self-Determined" profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The "Less Self-Determined" profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.
Elisa Huéscar Hernández; Juan Antonio Moreno-Murcia; Lorena Ruíz González; Jaime León González. Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior. International Journal of Environmental Research and Public Health 2019, 16, 1714 .
AMA StyleElisa Huéscar Hernández, Juan Antonio Moreno-Murcia, Lorena Ruíz González, Jaime León González. Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior. International Journal of Environmental Research and Public Health. 2019; 16 (10):1714.
Chicago/Turabian StyleElisa Huéscar Hernández; Juan Antonio Moreno-Murcia; Lorena Ruíz González; Jaime León González. 2019. "Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior." International Journal of Environmental Research and Public Health 16, no. 10: 1714.
Background: The purpose of this study was to examine the relationship between coaches’ interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches’ controlling style and athletes’ fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.
Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luis Conte Marín; Juan L. Nuñez. Coaches’ Motivational Style and Athletes’ Fear of Failure. International Journal of Environmental Research and Public Health 2019, 16, 1563 .
AMA StyleJuan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Luis Conte Marín, Juan L. Nuñez. Coaches’ Motivational Style and Athletes’ Fear of Failure. International Journal of Environmental Research and Public Health. 2019; 16 (9):1563.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Luis Conte Marín; Juan L. Nuñez. 2019. "Coaches’ Motivational Style and Athletes’ Fear of Failure." International Journal of Environmental Research and Public Health 16, no. 9: 1563.
This study aimed to test an aquatic motivation healthy program based on the self determination theory (SDT), using a quasi-experimental study. The research data come from different physical, psycho-social and behavioral measures made on 49 women. The sample was divided into two groups, an experimental group consisting of 28 women (M= 43.64; SD= 12.06), with an average experience of 3.05 years, and a control group composed of 21 women (M= 47.14; SD= 10.01), with an average experience of 2.29 years doing physical exercise in an aquatic environment in a large Spanish city. After the intervention with a program based on the SDT and instructor’s autonomy support, both groups perceived physical benefits for health, but the experimental group perceived a better instructor’s autonomy support, a better relationship with others and a greater psychological well-being among the practitioners. The information offered in this study may be of interest to promote for instructor part, these type the aquatic physical exercise programs in favor of the population’s health.
Ricardo Zazo Sánchez-Mateos; Juan Antonio Moreno Murcia. Autonomy support in the aquatic motivational healthy program through the SDT. Motricidade 2018, 14, 95 -106.
AMA StyleRicardo Zazo Sánchez-Mateos, Juan Antonio Moreno Murcia. Autonomy support in the aquatic motivational healthy program through the SDT. Motricidade. 2018; 14 (2-3):95-106.
Chicago/Turabian StyleRicardo Zazo Sánchez-Mateos; Juan Antonio Moreno Murcia. 2018. "Autonomy support in the aquatic motivational healthy program through the SDT." Motricidade 14, no. 2-3: 95-106.