Motivation in dance educationanalysis of self-determination theory

  1. Ibáñez Granados, Delia 1
  2. Fernández Cruz, Manuel 2
  1. 1 Escuela Municipal de Música y Danza Ogíjares
  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
JETT

ISSN: 1989-9572

Año de publicación: 2014

Volumen: 5

Número: 2

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: JETT

Resumen

This paper addresses an analysis of self-determined motivation level students having dance: classical dance, modern dance, Belly Dancing and Ballroom, taught at the School of Music and Dance Ogíjares (Granada), attending age and the group to which they belong. By applying a questionnaire translated into Castilian by Moreno, Cervello, and Martinez (2007) instrument called Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2: Markland and Tobin, 2004), with different items adapted to the field of dance. Building on the conceptualization of different minitheories that form the TAD (Self-determination theory), since motivation is an important factor in the education of dance.

Referencias bibliográficas

  • Cano, G. (2011). Indagaciones metodológicas para una enseñanza plural del arte contemporáneo: tres piedras angulares y una erótica del arte. Journal for Educators, Teachers and Trainers, Vol. 2, pp. 74-83.
  • Iso-Ahola, S. E., y St.Clair, B. (2000). Toward a theory of exercise motivation. Quest, 52, 131-147.
  • Kanfer, R. (1994). Motivation. En N. Nicholson (Ed.), The Blackwell dictionary of organizational behavior. Oxford: Blackwell publishers.
  • Deci, E. L., y Ryan, R. M. (1985).The general causality orientations scale: Selfdetermination in personality. Journal of Research in Personality, 19, 109-134.
  • Deci, E. L., y Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Humanneeds and the selfdetermination of behaviour. Psychological Inquiry, 11, 227-268.
  • Deci, E. L., y Ryan, R. M. (EDS.), (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Deci, E.L., y Olson, B.C. (1989). Motivation and competition: Their role in sports. En J.H. Goldstein (Ed.), Sports, games, and play (2nd ed., pp. 83-110).
  • Hillsdale, NJ: Erlbaum. Fernández-Cruz, M. y Gijón, J. (2012). Formación de profesionales basada en competencias. Journal for Educators, Teachers and Trainers, Vol. 3, pp. 109-119.
  • García Calvo, T. (2004). La motivación y su importancia en el entrenamiento con jóvenes deportistas. Memoria de Docencia e Investigación. Cáceres: Facultad de Ciencias del Deporte, Universidad de Extremadura.
  • Goudas, M., Biddle, S., Fox, K., y Underwood, M. (1995). It ain't what you do, it's the way you do it! Teaching style affects children's motivation in track and field lessons. The Sport Psychologist, 9, 254-264. Autodeterminación y actividad físico-deportiva 28.
  • Hagger, M. S., y Armitage, C. J. (2004). The Influence of Perceived Loci of Control and Causality in the Theory of Planned Behavior in a Leisure-Time Exercise Context. Journal of Applied Biobehavioral Research, 9, 45-64.
  • Koestner, R., Losier, G. F., Vallerand, R. J., y Carducci, D. (1996). Identified and introjected forms of political internalization: Extending self-determination theory. Journal of Personality and Social Psychology, 70, 1025-1036.
  • Mandigo, James, L., M. A., Nicholas, L., y Holt, MSC. (1999). Putting Theory Into Practice: How Cognitive Evaluation Theory Can Help Us Better Understand How To Motivate Children In Physical Activity Environments. Documento inédito. aculty of Physical Education and Recreation, University of Alberta. Autodeterminación y actividad físico-deportiva 30.
  • Markland, D. y Tobin, V. A modification to Behavioural Regulation in Exercise Questionnaire to include an assessment of amotivation. J Sport and Exerc Psychol 2004; 26; 191-196.
  • Moreno, J. A., Cervelló, E. M., y Martínez, A. (2007). Measuring self-determination motivation in a physical fitness setting: validation of the Behavioral Regulation in Exercise Questionnaire (BREQ'2) in a Spanish sample. The Journal of Sport Medicine and Physical Fitness, 47(3), 366-378.
  • Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Brière, N. M., y Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport & Exercise Psychology, 17, 35-53.
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes.Journal of Personality, 63, 397-427.
  • Ryan, R. M., y Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338.
  • Ryan, R. M., y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
  • Vallerand, R. J., Deci, E. L, y Ryan, R. M. (1987). Intrinsic motivation in sport. En K. Pandolf (Ed.), Exercise and sport science reviews (Vol. 15, pp. 389-425). New York. Macmillan. Autodeterminación y actividad físico-deportiva 33.
Fuente de los datos: Dialnet