Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers?

Antonio Granero-Gallegos; Ginés David López-García; Rafael Burgueño

doi:10.30827/portalin.viVII.29163

Autores/as

Antonio Granero-Gallegos Universidad de Almería
Ginés David López-García Universidad de Almería https://orcid.org/0000-0002-7761-0865
Rafael Burgueño Universidad de Almería https://orcid.org/0000-0003-2354-0037

DOI:

https://doi.org/10.30827/portalin.viVII.29163

Palabras clave:

regulación conductual, necesidades psicológicas básicas, lado brillante, lado oscuro, formación inicial del profesorado

Resumen

Basado en la teoría de la auto-determinación, el objetivo de la presente investigación fue analizar las diferencias en las asociaciones del clima (des)empoderador creado por el formador con la satisfacción y frustración de las necesidades psicológicas básicas y la calidad de la motivación entre el profesorado en formación inicial de educación física (EF) y de lengua extranjera (LE). En este estudio trasversal, participó una muestra de conveniencia de 246 docentes de formación inicial de EF y 208 de LE (57,08%mujeres, M_edad=24,92, SD=4,07). Los participantes pertenecían a ocho universidades públicas andaluzas: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). Cada participante completó las siguientes escalas: el Educator-Created Empowering and Disempowering Climate Questionnaire, la Basic Psychological Needs Satisfaction Scale, la Psychological Needs Thwarting Scale, y la Escala de Motivación Académica. Los resultados mostraron que el profesorado en formación inicial de EF obtuvo valores medio significativamente superiores que el profesorado en formación inicial de LE en el clima desempoderador, satisfacción de las necesidades y desmotivación.

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Biografía del autor/a

Antonio Granero-Gallegos, Universidad de Almería

PhD, Associate professor at the University of Almeria (Spain). His main research concerns are to analyze the impact of teacher behavior on students’ and teachers’ motivational process and learning-related outcomes in the context of physical education.

Ginés David López-García, Universidad de Almería

PhD student at the University of Almeria (Spain). His main research concerns are to analyze the impact of teacher behavior on students’ and teachers’ motivational process and learning-related outcomes in the context of physical education.

Rafael Burgueño, Universidad de Almería

Former Margarita Salas postdoctoral researcher and current lecturer at the University of Almeria (Spain). His main research topic incudes examining the influence of (de-)motivating styles from the teacher on the students’ motivation and learning-related outcomes in physical education.

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FUNDING INFORMATION. This research was financed by the Andalusian Research, Development, and Innovation Plan (PAIDI 2020) of the Andalusian Regional Government: grant number P20_00148”; research project (I+D+i) entitled "Is the empowering-disempowering motivational climate that undergraduate students perceive related to their intention of becoming a teacher?