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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.
This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity.
Marta Leyton-Román; Juan L. Núñez; Ruth Jiménez-Castuera. The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability 2020, 12, 4251 .
AMA StyleMarta Leyton-Román, Juan L. Núñez, Ruth Jiménez-Castuera. The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active. Sustainability. 2020; 12 (10):4251.
Chicago/Turabian StyleMarta Leyton-Román; Juan L. Núñez; Ruth Jiménez-Castuera. 2020. "The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active." Sustainability 12, no. 10: 4251.
This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10-16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.
Juan L. Núñez; Luis Mahbubani; Elisa Huéscar; Jaime León. Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis. Journal of Sports Sciences 2019, 37, 2660 -2666.
AMA StyleJuan L. Núñez, Luis Mahbubani, Elisa Huéscar, Jaime León. Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis. Journal of Sports Sciences. 2019; 37 (23):2660-2666.
Chicago/Turabian StyleJuan L. Núñez; Luis Mahbubani; Elisa Huéscar; Jaime León. 2019. "Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis." Journal of Sports Sciences 37, no. 23: 2660-2666.
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 research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students’ perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate students via a longitudinal design. The results revealed adequate psychometric properties for the engagement scale, and the hypothesised effects were supported. Autonomy support was a significant predictor of the need for autonomy, which, in turn, predicted changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with need for autonomy. Moreover, need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. The findings are interpreted as supporting self-determination theory’s motivation mediation model and could be considered in future intervention programmes to improve the teaching–learning process in education.
Juan L. Núñez; Jaime León. Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching 2018, 25, 147 -159.
AMA StyleJuan L. Núñez, Jaime León. Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching. 2018; 25 (2):147-159.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2018. "Determinants of classroom engagement: a prospective test based on self-determination theory." Teachers and Teaching 25, no. 2: 147-159.
El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba, entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se llevó a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes fueron 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyaron las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed.
Juan L. Núñez; Jaime León. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba. Revista de Psicodidáctica 2017, 23, 9 -16.
AMA StyleJuan L. Núñez, Jaime León. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba. Revista de Psicodidáctica. 2017; 23 (1):9-16.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2017. "Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba." Revista de Psicodidáctica 23, no. 1: 9-16.
The executive functions of the homeless may be contributing to the success or failure of social integration processes. The goal of this study was to analyze the relationship between attachment and executive dysfunction in the homeless, specifically, to analyze the prevalence of adult attachment and executive dysfunction patterns, as well as the predictive power of different types of attachment for executive functioning. Participants were 107 homeless. Descriptive analysis revealed the prevalence of insecure attachment, and a high prevalence of clinically significant executive dysfunction. Regression analysis showed that attachment predicts all the executive functions, although the predictive power of attachment decreased when entering the variable drug addiction. People in a situation of chronic social exclusion are characterized by an insecure attachment style and moderate levels of executive dysfunction.
José M Rodríguez-Pellejero; Juan L Núñez. Relationship between attachment and executive dysfunction in the homeless. Social Work in Health Care 2017, 57, 67 -78.
AMA StyleJosé M Rodríguez-Pellejero, Juan L Núñez. Relationship between attachment and executive dysfunction in the homeless. Social Work in Health Care. 2017; 57 (2):67-78.
Chicago/Turabian StyleJosé M Rodríguez-Pellejero; Juan L Núñez. 2017. "Relationship between attachment and executive dysfunction in the homeless." Social Work in Health Care 57, no. 2: 67-78.
Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.
Juan L. Núñez; Jaime León. The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning. The Spanish Journal of Psychology 2016, 19, 1 .
AMA StyleJuan L. Núñez, Jaime León. The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning. The Spanish Journal of Psychology. 2016; 19 ():1.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2016. "The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning." The Spanish Journal of Psychology 19, no. : 1.