Browsing by Subject "Autonomy support"

Now showing 1 - 4 of 4
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    Estilo interpersonal docente. Un análisis de perfil según las diferencias en motivación, necesidades psicológicas básicas, clima escolar y satisfacción con la enseñanza
    (Universidad de Murcia, Servicio de publicaciones, 2022) Manzano Sánchez, David; Jiménez-Parra, José Francisco
    Este estudio analiza las diferencias en las variables psicosociales en función del estilo de enseñanza interpersonal en estudiantes de EducaciónSecundaria. Este estudio descriptivo de corte transversal se realizó con una muestra compuesta por 120 estudiantes, de 12 a 17 años (M = 13.4, DT = 1.36). Se completó una batería de cuestionarios validados para analizar la motivación, las necesidades psicológicas básicas, el clima social escolar, la satisfacción deportiva y el estilo interpersonal de enseñanza, que actuó como variable para elaborar los perfiles de clúster. El análisis del dendrograma sugirió la creación de dos perfiles, el primero, “soporte de alta autonomía” y el segundo, “estilo de alto control”. El análisis multivariado mostró valores más altos para el primer perfil en autonomía, competencia, relación social, clima docente y diversión, mientras que el segundo perfil fue más alto en desmotivación y aburrimiento. Se concluye que un mayor apoyo a la autonomía permitió una mayor satisfacción de las variables psicológicas adaptativas.
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    Exploring resilience in sports. Coach’s autonomy support and athletes engagement - A contribute to literature
    (Murcia: Servicio de Publicaciones de la Universidad de Murcia, 2018) Pedro, S. D.; Veloso, S.
    Resilience study as a critical psychological factor in competitive sports setting has been growing widely in sports psychology field. Nonetheless, few are the studies that consider its interaction with personal and contextual factors and how they may enhance or promote its construction. This paper explores within Self-Determination Theory framework, coaches’ autonomy support and athletes’ engagement and their relationship and contribute towards resilience. A whole of 177 athletes were examined (78♀), with ages between 12 and 31. Results indicate that coaches’ autonomy support and athletes’ engagement are positively associated with resilience and that some engagement dimensions are more important than others to resilience development. A line of discussion is uncluttered about athletes’ resilience development and how coaches’ autonomy support and athletes’ engagement interaction may impact protective and promotive dynamics.
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    Parental autonomy support and homework completion: Mediating effects of children’s academic self-efficacy, purpose for doing homework, and homework-related emotions
    (Universidad de Murcia. Servicio de Publicaciones, 2022) Valdés Cuervo, Angel A.; Grijalva Quiñonez, Christian S.; Parra Pérez, Lizeth G.
    Parenting qualities may affect children’s homework achieve-ment. The present study examined the relationship among parental au-tonomy support, children’s academic self-efficacy, learning-oriented pur-poses for doing homework, positive homework-related emotions, and homework completion. The sample included 984 children (M age = 10.68 years, SD = 0.63), 502 (51%) boys and 482 (49%) girls from elementary schools of Sonora, Mexico. A structural model and multigroup invari-ance by gender and academic achievement was calculated. The structural model indicated that parental autonomy support had a direct positive rela-tion with children’s academic self-efficacy, learning-oriented purposes, and positive emotions in homework; it also had an indirect effect in homework completion by its positive association with these psychologi-cal resources. A multi-group analysis indicates that gender and academic achievement did not moderate the structural relations. Overall, findings suggest that parental autonomy support is critical to promote homework completion in elementary school children.
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    Prediction of the adherence to sports practice of young Ecuadorians based on the perception of the coach’s interpersonal style
    (Frontiers in Psycholgoy, 2023-04-26) Heredia León, Diego Andrés; Manzano Sánchez, David; Gómez Mármol, Alberto; Valero Valenzuela, Alfonso; Actividad Física y Deporte; Expresión Plástica, Musical y Dinámica; Facultad de Ciencias del Deporte; Facultad de Educación
    Based on the framework of the self-determination theory, the present study aimed to test a predictive model in the Ecuadorian sports context by using autonomy support as a trigger, which was mediated by basic psychological needs and later by autonomous motivation. This procedure was used to predict the intention to be physically active and was carried out on 280 athletes from the province of Azuay (Ecuador) aged between 12 and 20 years (M = 15.28; SD = 1.71). Different scales were used to measure the perception of the interpersonal style of autonomy supported by the coach. The scales employed included the degree of satisfaction of basic psychological needs, motivation to practice sports, and intention to be physically active. A structural equation analysis revealed that perceived autonomy support positively predicted basic psychological needs, which in turn positively predicted autonomous motivation and, as a result, the athletes’ intentions to be physically active. It was concluded that coaches’ support for the interpersonal style of autonomy can benefit the development of basic psychological needs as well as autonomous motivation, which in turn can increase young athletes’ intentions to be physically active. Future research is also recommended to verify this predictive model and to encourage further experimental studies in which coaches promote autonomy support for athletes intending to increase their adherence to practising sports.