Necesidades psicológicas básicas, motivación y compromiso en educación física

  1. Cuevas, Ricardo 1
  2. García-Calvo, Tomás 2
  3. González, Juan
  4. Fernández-Bustos, Juan G.
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
Revista de psicología del deporte

ISSN: 1132-239X,  1988-5636

Año de publicación: 2018

Volumen: 27

Número: 1

Páginas: 97-104

Tipo: Artículo

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Otras publicaciones en: Revista de psicología del deporte

Resumen

Tomando como marco la teoría de la autodeterminación, el objetivo del presente estudio fue analizar las relaciones entre satisfacción y frustración de las tres necesidades psicológicas básicas (autonomía, competencia y relación), la motivación autónoma, la motivación controlada y el compromiso agéntico en estudiantes adolescentes (n = 377) en el contexto de educación física. Se testó un modelo de ecuaciones estructurales que reveló que la satisfacción de las tres necesidades psicológicas predijo la motivación autónoma y ésta, a su vez, predijo el compromiso agéntico (β = ,26; p < ,01). Igualmente, la satisfacción de autonomía predijo de forma directa y significativa el compromiso agéntico (β = ,38; p < ,01). Por otro lado, la frustración de autonomía y de relación predijeron positivamente la motivación controlada, mientras que la frustración de competencia predijo negativamente la motivación autónoma (β = -,50; p < ,01). No se halló relación significativa entre la motivación controlada y el compromiso agéntico. Estos resultados amplían la base teórica del novedoso concepto de compromiso agéntico y subrayan la importancia de satisfacer las necesidades psicológicas en la clase de educación física, especialmente la autonomía, para favorecer la implicación del alumno en su proceso de aprendizaje.

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Fuente de los datos: Dialnet