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Perceptions of Motivational Climate and Teachers' Strategies to Sustain Discipline as Predictors of Intrinsic Motivation in Physical Education

Published online by Cambridge University Press:  10 January 2013

Melchor Gutiérrez ,
Luis-Miguel Ruiz  and
Esther López
Melchor Gutiérrez*
Affiliation:
Universidad de Valencia (Spain)
Luis-Miguel Ruiz
Affiliation:
Universidad de Castilla-La Mancha (Spain)
Esther López
Affiliation:
Universidad de Valencia (Spain)
*
Correspondence concerning this article should be addressed to Melchor Gutiérrez. Departamento de Psicología Evolutiva y de la Educación. Universidad de Valencia. Av. Blasco Ibáñez, 21. 46010 Valencia. (Spain). Phone: +34-963864340. Fax: +34-963864355. E-mail: [email protected]
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Abstract

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

Se han analizado las relaciones entre las percepciones del alumnado del clima motivacional, las estrategias del profesorado para mantener la disciplina, y la motivación intrínseca en educación física. Una muestra de 2189 adolescentes españoles de 13 a 17 años, completaron versiones españolas de la EPCM, SSDS e IMI. Mediante Análisis Factoriales Confirmatorios y Modelos de Ecuaciones Estructurales se ha verificado la validez de las escalas y la relación entre variables. Los predictores más importantes de la motivación intrínseca han sido la percepción del clima de maestría y el énfasis del profesorado en razones intrínsecas para la disciplina. El clima de ejecución y las estrategias basadas en razones introyectadas e indiferentes ante la disciplina, han predicho la tensión-presión del alumnado. Se han discutido los resultados en el marco de la auto-determinación de cara a potenciar la motivación de los adolescentes en educación física.

Keywords

learning environmentmotivationdisciplinephysical educationself-determination theoryambiente de aprendizajemotivacióndisciplinaeducación físicateoría de la auto-determinación
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 13 , Issue 2 , November 2010 , pp. 597 - 608
Copyright
Copyright © Cambridge University Press 2010

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