Cooperative learning, emotions, and academic performance in physical education: a serial multiple mediation model

• Benito León ^[1] ; Javier Fernandez-Rio ^[2] ; Sergio Rivera-Pérez ^[1] ; Damián Iglesias ^[1]
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  2. [2] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 1, 2023, págs. 75-82
• Idioma: inglés
• DOI: 10.5093/psed2023a2
• Títulos paralelos:
  • El aprendizaje cooperativo, las emociones y el rendimiento académico en educación física: un modelo de mediación serial múltiple
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Basado en la teoría del control-valor, este estudio examinó las conexiones entre el grado de cooperación percibido en clase y el rendimiento académico mediado por las emociones negativas y positivas de los estudiantes en educación física. Los participantes (N = 620, 55.5% niñas; Medad = 13.01, DT = 2.10) informaron sobre su percepción del grado de cooperación, emociones negativas (vergüenza, desesperanza, ansiedad, aburrimiento) y emociones positivas (confianza, orgullo, disfrute, tranquilidad) en las clases de educación física. El rendimiento académico se obtuvo de la dirección de los centros educativos. Los resultados de los análisis de regresión lineal múltiple, considerando el grado de cooperación en el aula y las emociones negativas y positivas como variables predictoras, mostraron un vínculo significativamente positivo entre el grado de cooperación en el aula y la variable dependiente rendimiento académico y entre las emociones positivas y el rendimiento académico. Estos resultados explican la repercusión de los contextos de aprendizaje cooperativo y las emociones en el rendimiento académico. Se discuten las implicaciones educativas y la investigación futura.

  • English

    Based on the control-value theory, this study examined connections between the perceived in-class degree of cooperation and academic performance mediated through the students’ negative and positive emotions in physical education. Students (N = 620, 55.5% girls; Mage = 13.01, SD = 2.10) reported on their perceptions of the degree of cooperation and the negative (shame, hopelessness, anxiety, boredom) and positive (confidence, pride, enjoyment, calmness) emotions in physical education classes. Academic performance was obtained from their school’s administrators. Results from the multiple lineal regression analyses, considering the in-class degree of cooperation and the negative and positive emotions as predictor variables, showed a significantly positive link between the in-class degree of cooperation and the dependent variable academic performance, and between positive emotions and academic performance. These findings elucidate the impact of cooperative learning contexts and emotions on academic performance. Educational implications and future research are discussed.

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