Esta investigación se centra en la motivación como aspecto fundamental del aprendizaje y en el sentido de doble vía que esta relación debe tener. Define el término “motivación”, la manera como las relaciones entre el alumnado y sus profesores entran en juego para facilitar o limitarla y, por ende, el aprendizaje. También, presenta la razón por la cual el profesor debe favorecer la denominada “motivación intrínseca” y concluye con la importancia que esta tiene y la forma como puede ser lograda. del aprendizaje y en el sentido de doble vía que esta relación debe tener. Define el término “motivación”, la manera como las relaciones entre el alumnado y sus profesores entran en juego para facilitar o limitarla y, por ende, el aprendizaje. También, presenta la razón por la cual el profesor debe favorecer la denominada “motivación intrínseca” y concluye con la importancia que esta tiene y la forma como puede ser lograda.

The organizational climate is a topic of great interest in both the business and educational fields. However, there is a large gap in literature regarding the factors that are involved in this. Therefore, it is important to know what they are and how they impact the proper functioning of basic and high school educational institutions to improve the performance of teachers. The objective of this review is to know the different factors that impact the organizational climate, to understand how they influence the perception of teachers within their respective educational institutions. For this reason, an investigation was carried out in databases such as Web of Scince, Scopus and EBSCOhost, including open access articles in English and Spanish, the search was carried out in a period from 2013 to 2023, in turn registration in PROSPERO, the registration number is CDR42024536913. A total of 54 articles were found, of which 8 met the inclusion criteria and were analyzed for this study: 2 studies are related to factors on the influence of leadership on managers of educational institutions, 2 studies examine job satisfaction of the teaching staff, 3 that evaluate the organizational climate, motivation, work performance, teacher commitment and 1 on the organizational climate and the implementation of a program. The findings revealed are the factors that influence the organizational climate in educational institutions, to mention a few: job satisfaction, organizational culture, work affect, teacher performance, teacher commitment, work motivation, quality of work life, the school environment, leadership of the director and leadership of the teacher, as well as good communication between them. For this reason, research was conducted in databases such as Web of Science, Scopus, and EBSCOhost, including articles in the English and Spanish language open access, the search was conducted in a period from 2013 to 2023, in turn, the registration was made in PROSPERO, the registration number is CDR4202024536913.A total of 54 articles were found, of which 8 met the inclusion criteria and were analyzed for this study: 2 studies are related to factors on the influence of leadership on the managers of educational institutions, 2 studies examine the job satisfaction of teachers, 3 that evaluate the organizational climate, motivation, job performance, teachers' commitment and 1 on organizational climate and the implementation of a program. The findings revealed which factors influence organizational climate in educational institutions, to mention a few: job satisfaction, organizational culture, job affection, teacher performance, teacher commitment, teacher motivation, quality of work life, school environment, managerial leadership, and teacher leadership, as well as good communication between them. El clima organizacional es un tema de mucho interés tanto en el ámbito empresarial como educativo. Si bien, existe un gran vacío en la literatura con respecto a los factores que están implicados en este. Por ello, es importante saber cuáles son y de qué manera impactan en el buen funcionamiento de las instituciones educativas de nivel básico y medio superior para mejorar el rendimiento de los docentes. El objetivo de esta revisión es conocer los diferentes factores que impactan el clima organizacional, para entender cómo influyen en la percepción de los docentes dentro de sus respectivas instituciones educativas. Por este motivo, se realizó una investigación en bases de datos como Web of Scince, Scopus y EBSCOhost, incluyendo artículos en el idioma inglés y español de acceso abierto, la búsqueda se realizó en un período de 2013 al 2023, a su vez se realizó el registro en PROSPERO, el número de registro es CDR42024536913. Se encontró un total de 54 artículos, de los cuales 8 cumplieron con los criterios de inclusión y fueron analizados para este estudio: 2 estudios se relacionan con factores sobre la influencia del liderazgo en los directivos de las instituciones educativas, 2 estudios examinan la satisfacción laboral del profesorado, 3 que evalúan al clima organizacional, la motivación, desempeño laboral, el compromiso de los docentes y 1 de clima organizacional y la implementación de un programa. Los hallazgos revelaron cuales son los factores que influyen en el clima organizacional en instituciones educativas, por mencionar algunas: satisfacción laboral, la cultura organizativa, afecto laboral, rendimiento de los docentes, compromiso de los docentes, la motivación laboral, calidad de la vida laboral, el entorno escolar, liderazgo del directivo y liderazgo del docente, así como la buena comunicación entre estos. Por este motivo, se realizó una investigación en bases de datos como Web of Scince, Scopus y EBSCOhost, incluyendo artículos en el idioma inglés y español de acceso abierto, la búsqueda se realizó en un período de 2013 al 2023, a su vez se realizó el registro en PROSPERO, el número de registro es CDR42024536913. Se encontró un total de 54 artículos, de los cuales 8 cumplieron con los criterios de inclusión y fueron analizados para este estudio: 2 estudios se relacionan con factores sobre la influencia del liderazgo en los directivos de las instituciones educativas, 2 estudios examinan la satisfacción laboral del profesorado, 3 que evalúan al clima organizacional, la motivación, desempeño laboral, el compromiso de los docentes y 1 de clima organizacional y la implementación de un programa. Los hallazgos revelaron cuales son los factores que influyen en el clima organizacional en instituciones educativas, por mencionar algunas: satisfacción laboral, la cultura organizativa, afecto laboral, rendimiento de los docentes, compromiso de los docentes, la...

To date, no instrument adapted and validated that measures engagement and disaffection in the physical education class has been found, which limits the generation of knowledge of this area in Mexico. The aims of this study were to translate and adapt the engagement and disaffection scale to the context of physical education in Mexico and to examine its reliability, structure (two and four factors), and factorial invariance by gender in Mexican fifth- and sixth-grade elementary school students. A total of 1470 students participated (50.6% boys) with ages between 10 and 14 years (mean (M) = 10.56; standard deviation (SD) = 0.77) from federal (89.3%) and state (10.7%) elementary schools. Two factorial structures were tested (with four factors and two factors). The fit indexes of both models were satisfactory, and the factorial saturations were significant. The differences between the fit indexes of both models were irrelevant; therefore, the two-factor model was considered more suitable. The total strict invariance by gender was confirmed, and the reliabilities of the engagement and disaffection scale were acceptable. The Mexican version of the course engagement and disaffection scale in physical education is valid and useful to measure these constructs in the context of physical education in Mexico.

The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (M_age = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (M_age = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.

In sports, one of the social agents who can pressure an athlete for perfection in their performance is their coach. However, perfectionism has many potential negative consequences such as excessive concerns over even minor mistakes. The purpose of this study is to test a sequential model: the motivational context (i.e., task- and ego-involving climates generated by the coach and a coach’s support for autonomy) and the facets that determine the level of perfectionism exhibited as a trait (i.e., perceived coach pressure—a facet of socially prescribed perfectionism—and concerns over mistakes—a facet of self-oriented perfectionism). The sample included 317 athletes (133 boys and 184 girls) aged between 10 and 14 years, who answered a battery of questionnaires that evaluated an athlete’s perception of their motivational climate, their perception of support for autonomy, their perceived coach pressure and their concerns over mistakes. Using the structural equations model, the results showed that the task-involving climate was negatively correlated with perceived coach pressure, whereas the ego-involving climate and support for autonomy were positively correlated with perceived coach pressure and were positively correlated with concerns over mistakes. Finally, perceived coach pressure did not influence concerns over mistakes from the motivational context. This study highlights the importance of considering motivational contexts as important motivational elements of perfectionism in youth sports.

Actualmente las instituciones deportivas se enfrentan a nuevos retos, que los impulsan a realizar cambios constantes con la finalidad de introducirse y posicionarse como instituciones competitivas del sector deportivo privado, al mismo tiempo que buscan nuevos enfoques para atraer la atención de antiguos y nuevos consumidores orientados en perspectivas como; la calidad y la fidelidad, por lo cual, el objetivo de este estudio es analizar la percepción de la calidad y fidelidad en instituciones deportivas privadas respecto a la edad, género y tiempo de permanencia de los usuarios. Para dicho análisis se recabó una muestra de 347 voluntarios, pertenecientes a tres clubes deportivos privados (108 mujeres y 239 hombres), a la cual se le realizaron análisis de fiabilidad descriptivos y comparativos. Los resultados en las variables de calidad y fidelidad muestran diferencias significativas con respecto a la edad y género de los consumidores, contrario a lo obtenido en el tiempo de permanencia, donde los resultados no muestran una diferencia importante.