A multi-theoretical approach of the students’ motivational profiles in physical education: achievement and social goals

• Antonio Méndez-Giménez ^[1] ; José Antonio Cecchini-Estrada ^[1] ; Javier Fernández-Río ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 30, Nº. 4, 2018, págs. 401-407
• Idioma: inglés
• DOI: 10.7334/psicothema2018.88
• Títulos paralelos:
  • Un enfoque multiteórico de los perfiles motivacionales de los estudiantes en educación física: metas de logro y sociales
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    Antecedentes: el objetivo fue analizar los perfiles conjuntos de metas sociales (responsabilidad, relación y amistad) y de metas de logro 2 × 2, y su patrón de relación con los tipos de motivación del continuo de autodeterminación en Educación Física. Método: la muestra estuvo formada por 516 estudiantes de Educación Secundaria (267 varones, 249 mujeres) con edades comprendidas entre 12 y 17 años (M = 14.48, SD = 1.59). Se realizaron un análisis de cluster y una MANOVA 2 (género) × 4 (perfiles de meta). Resultados: el análisis de clúster mostró cuatro perfiles motivacionales: “metas sociales y de aproximación-maestría altas”, “metas sociales intermedias”, “metas sociales y de logro altas”, y “metas sociales bajas y de logro intermedias”. El clúster de “metas sociales y de aproximación-maestría altas” se mostró como el más autodeterminado, seguido del clúster de “metas sociales y de logro altas”. Conclusiones: esta investigación enfatiza el valor de las metas sociales y contribuye a comprender los perfiles motivacionales de los estudiantes de educación física desde una perspectiva más holística. Sugiere que las metas de responsabilidad, amistad y relación deben priorizarse junto con las metas de aproximación-maestría (no así las de rendimiento) al objeto de aumentar la motivación autodeterminada de los estudiantes en el contexto de la Educación Física.

  • English

    Background: The objective was to analyze the joint profiles of social goals (responsibility, relation and friendship) and 2 × 2 achievement goals, and the pattern of their relationship with the motivation types of the self-determination continuum in Physical Education settings. Method: The sample consisted of 516 Secondary Education students (267 men, 249 women) aged between 12 and 17 years old (M = 14.48, SD = 1.59). Cluster analysis and a MANOVA 2 (gender) × 4 (goal profiles) were performed. Results: Cluster analysis showed four motivational profiles: “high social and mastery-approach goals”, “intermediate social goals”, “high social and achievement goals”, and “low social and intermediate achievement goals”. The “high social and mastery-approach goals” cluster was shown to be the most self-determined, followed by the “high social and achievement goals” cluster. Conclusion: This research emphasizes the value of social goals and helps to understand the motivational profiles of physical education students from a more holistic framework. It suggests that responsibility, friendship, and relation goals should be prioritized along with mastery-approach goals (but not performance goals) in order to increase students’ self-determined motivation in Physical Education

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