Diseño y validación de una escala observacional sobre el estilo motivador docente

  1. Julio Barrachina Peris 1
  2. Juan Antonio Moreno Murcia 1
  3. Elisa Huéscar Hernández 1
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Revue:
Cuadernos de psicología del deporte

ISSN: 1578-8423,  1989-5879

Année de publication: 2022

Titre de la publication: CPD1(2022)

Volumen: 22

Número: 1

Pages: 67-80

Type: Article

DOI: 10.6018/CPD.430321 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

D'autres publications dans: Cuadernos de psicología del deporte

Objectifs de Développement Durable

Résumé

A metodologia observacional permite-nos analisar o estilo motivacional que os professores exibem na aula e fornece uma nova perspectiva para interpretar a influência das interacções dos professores no processo instrucional. O objectivo deste trabalho era conceber uma escala de estimativa ad hoc para a Medida de Estilo de Ensino Interpessoal (MEID) e validá-la. Trinta professores universitários (16 mulheres e 14 homens) com uma idade média de 46,1 anos (SD= 5,8) e com uma experiência de ensino de 15,71 anos (SD= 6,9) participaram no estudo. A qualidade dos dados foi conseguida através da técnica de validade do conteúdo através do julgamento de peritos e o aspecto quantitativo foi tratado através da análise W de Kendall, encaixando um modelo final de 60 itens agrupados em 4 dimensões exaustivas e mutuamente exclusivas: suporte de autonomia, suporte de estrutura pré-tarefa, suporte de estrutura na tarefa, e suporte de relacionamento. A evidência inicial da escalaMEID apresenta-a como um instrumento psicométrico robusto e fiável para ser utilizado como uma técnica de observação do estilo de ensino interpessoal. Os resultados obtidos abrem novas linhas de estudo nas quais a escala MEID poderia ser utilizada em programas de formação destinados a optimizar os padrões motivacionais adaptativos nos professores

Références bibliographiques

  • Abós, A., Sevil, J., Martín-Albo, L., Julián, J.A., y García-González, L. (2018). An integrative framework to validate the need-supportive teaching style scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporay Educational Psychology, 52, 48-60. http://doi.org/10.1016/j.cedpsych.2018.01.001
  • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J.R.J., y Reeve, J. (2018). Toward an integrative and fine-grained insight in motivating and demotivating teachin styles: the merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. http://dx.doi.org/10.1037/edu0000293
  • Aguado-Gómez, R., Díaz-Cueto, M., Hernández-Álvarez, J.L., y López-Rodríguez, A. (2016). Apoyo a la autonomía en las clases de educación física: percepción versus realidad. Ciencias de la Actividad Física y el Deporte, 16(62), 183-202. http://dx.doi.org/10.15366/rimcafd2016.62.001
  • Anguera, M. T. (1990). Metodología observacional. En J. Arnau, M. T. Anguera y J. Gómez. Metodología de la investigación en Ciencias del Comportamiento (pp. 125-236). Murcia: Secretariado de Publicaciones de la Universidad de Murcia.
  • Anguera, M.T., Blanco-Villaseñor, A., Hernández-Mendo, A. y Losada, J.L. (2011). Diseños Observacionales: ajuste y aplicación en psicología del deporte. Cuadernos de Psicología del Deporte, 11(2) 63-76. https://doi.org/10.4321/s1578-84232015000100002
  • Anguera, M.T., Camerino, O., Castañer, M., y Sánchez-Algarra (2014): Mixed Methods en la investigación de la actividad física y el deporte. Revista de Psicología del Deporte, 23(1), 123-130. https://doi.org/10.4321/s1578-84232015000100008
  • Anguera, M.T., y Hernández-Mendo, A. (2013). La metodología observacional en el ámbito del deporte. E-balonmano.com: Revista de Ciencias del Deporte 9(3), 135-160. https://doi.org/10.4321/s1578-84232015000100002
  • Anguera, M.T., y Hernández-Mendo, A. (2014): Técnicas de análisis en estudios observacionales en ciencias del deporte. Cuadernos de Psicología del Deporte, 15(1) 13-30. https://doi.org/10.4321/s1578-84232015000100002
  • Anguera, M.T., Blanco-Villaseñor, A., Losada, J.L., y Hernández-Mendo, A. (2000). Metodología observacional en psicología en el deporte: conceptos básicos. Lecturas: EF y Deportes. Revista Digital, 24, agosto 2000. http://www.efdeportes.com/efd24b/obs.htm [Consulta: 10 de octubre de 2000].
  • Anguera. M.T., Blanco-Villaseñor, A., Losada, J.L., y Portell, M (2018). Pautas para elaborar trabajos que utilizan la metodología observacional. Anuario de psicología, 14(1), 9-17. https://doi.org/10.1016/j.anpsic.2018.02.001
  • Assor, A., Kaplan, H., y Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teaching behaviors predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 27, 261-278. https://doi.org/10.1348/000709902158883
  • Cheon, S. H., y Reeve, J. (2013). Do the benfits from autonomy-supportive PE teacher training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518. http://dx.doi.org/10.1016/j.psychsport.2013.02.002
  • Cheon, S. H., y Reeve, J. (2015). A classroom-based intervention to help teachers to decrease students’ amotivation. Contemporanean Educational Psychology, 40, 99-111. http://dx.doi.org/10.1016/j.cedpsych.2014.06.004
  • Cheon, S. H., Reeve, J., y Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their studens. Journal of Sport and Exercise Psychology, 34, 365-396. https://doi.org/10.1123/jsep.34.3.365
  • Cheon, S. H., Reeve, J., y Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88. http://dx.doi.org/10.1016/j.psychsport.2017.11.010
  • Cheon, S. H., Reeve, J., y Song (2016). A teacher focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need fustration. Journal of Sport and Exercise, 38(3), 217-235. http://dx.doi.org/10.1123/jsep.2015-0236
  • Cheon, S. H., Reeve, J., Yu, T. H., y Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport & Exercise Psychology, 36(4), 331-346. http://dx.doi.org/10.1123/jsep.2013-0231
  • Davis, W. (2018). What makes a learning experience intrinsically motivating for american high school language learners? Journal of Pedagogical Research, 2(3), 167-180.
  • Escobar-Pérez, J., y Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6(1), 27-36.
  • Griffin, W. (2016). Perceived autonomy support, intrinsic motivation, and students ratings of instruction. Studies in Educational Evaluation, 51, 116-125. http://doi.org/10.1016/j.stuedduc.2016.10.007
  • Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implication, 5 (4), 216-231. DOI: 10.5539/ass.v15n11p1
  • Haerens, L., Aelterman, N., Van der Berghe, L., De Meyer, J., Soenens, B., y Vansteenkiste, M. (2013). Observing physical education teacher’s need-supportive interactions in classroom settings. Journal of Sport and Exercise Psychology, 35, 3-17. https://doi.org/10.1123/jsep.35.1.3
  • Haerens, L., Vanstennkiste, M., Aelterman, N., y Van den Berghe, L. (2016). Toward a systematic study of the dark side of the student motivation: Antecedents and consequences of teachers’ controlling behaviours. En W. Liu, J. Keng y R. Ryan (Eds.), Building Autonomous Learnes. Perspectives from reseach and practice using self-determination theory (pp. 59-81). Singapore: Springer.
  • Jang, H., Reeve, J., y Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600. http://dx.doi.org/10.1037/a0019682
  • Jang, H., Reeve, J., y Halusic, M. (2016). A new Autonomy-Supportive way of teaching that increases conceptual learning: Teaching in student’s preferents ways. The Journal of Experimental Education, 1-16. http://dx.doi.org/10.1080/00220973.2015.1083522
  • Jang, H., Reeve, J., Ryan, R. M., y Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661. https://doi.org/10.1037/a0014241
  • Krijgsman, C., Mainhard, T., van Tarwijk, J., Borghouts, L., Vansteenkiste, M. Aelterman, N., y Haerens, L. (2019): Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. Learning and Instruction, 61, 1-11. http://doi.org/10.1016/j.learninstruc.2018.12.005
  • Jiang, J., Vauras, M., Volet, S., Salo, A., y Kajamies, A. (2019): Autonomy-supportive and controlling teaching in the classroom: a video-based case study. Education Sciences, 9(3), 229, http://doi.org/10.3390/educsci9030229
  • León, J., Medina-Garrido, E., y Ortega, M. (2018). Teaching quality: high school students’ autonomy and competence. Psicothema, 30(2), 218-223. doi:10.7334/psicothema2017.23
  • Meng, H., Wang, J., y Keng, C. (2016). The effectiveness of an autonomy-supportive teaching structure in physical education. RICYDE. Revista Internacional de Ciencias del Deporte, 43(12), 5-28. http://dx.doi.org/10.5232/ricyde2016.04301
  • Moreno-Murcia, J. A. (2016). Supported teaching autonomy support. RICYDE. Revista Internacional de Ciencias del Deporte, 12(43), 2-4. http://dx.doi.org/10.5232/ricyde2015.043ed
  • Moreno-Murcia, J.A., y Sánchez-Latorre, F. (2016). Efectos del soporte de autonomía en clases de educación física. RICYDE. Revista Internacional de Ciencias del Deporte, 43, 79-89. http://dx.doi.org/10.5232/ricyde2016.04305
  • Nuñez, J., y León, J. (2016). The mediating effect of the intrinsic motivation to learn on the relationship between student’s autonomy support and vitality and Deep learning. The Spanish Journal of Psychology, 19, e42, 1-18. http://doi.101017/sjp.2016.43
  • Portney, L. G., y Watkins, M. P. (2009). Foundations of Clinical Research: Applications to Practice. 3rd Edition. Philadelphia: F. A. Davis Company.
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159175. doi:10.1080/00461520 903028990.
  • Reeve, J., y Jang, H. (2006). What teachers say and do to support Students’ Autonomy during a Learning Activity (2006). Journal of Educational Psychology, 98(1), 209-218. http://dx.doi.org/10.1037/0022-0663.98.1.209
  • Reeve, J., Jang, H., Carrell, H., Jeon, S., y Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147-169. http://dx.doi.org/10.1023/B:MOEM.0000032312.95499.6f
  • Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267. http://dx.doi.org/10.1016/j.cedpsych.2011.05.002
  • Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H.;…Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. http://dx.doi.org/10.1521/jscp.1988.6.3-4.293
  • Reguant-Álvarez, M., y Torrado-Fonseca, M. (2016). El método Delphi. REIRE. Revista d’Innovació i Recerca en Educació, 9(1), 87-102. https://doi.org/10.1344/reire2016.9.1916
  • Rouse, P. C., Duda, J. L., Ntoumanis, N., Jolly, K., y Williams, G. C. (2016). The development and valitacion of the interpersonal support in physical activity consultations observational tool. European Journal of Sport Sciencie, 16(1), 106-114. https://doi.org/10.1080/17461391.2014.987320
  • Ryan, R. M., y Deci, E. L., (2000). Self-determination Theory and the facilitation of the intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. 10.1037//003-066x.55.1.68
  • Sarrazin, Tessier, Pelletier, Trouilloud, D. y Chanal, J. (2006). The Effects of Teachers’ Expectations about Students’ Motivation On Teachers Autonomy-Supportive and Controlling Behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301. https://doi.org/10.1080/1612197X.2006.9671799
  • Schmidt, R. (1997). Managing Delphi surveys using nonparametric statistical techniques. Decision Sciences, 28(3), 763-774. https://doi.org/10.1111/j.1540-5915.1997.tb01330.x
  • Smith, N., Quested, E., Appleton, P., y Duda, J. (2016). A review of observational instruments to assess the motivational environment in sport and physical education settings. International Review of Sport and Exercise Psychology, 9(1), 134-159. https://doi.org/10.1080/1750984X.2015.1132334
  • Skinner, E., Kindermann, T., Connell, J., y Wellborn, J. (2009): Engagement and disaffection as organizational constructs in the dynamics of motivational developement. En K. R. Wenzel y A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 223-245). New York, NY, US: Routledge/Taylor & Francis Group.
  • Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., Papaioannou, A., y Duda, J. (2015). Developement and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport & Exercise Psychology, 37, 4-22. http://dx.doi.org/10.1123/jsep.2014-0059
  • Soenens, B., y Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: the role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589-604. https://doi.org/10.1007/s10964-005-8948-y
  • Tessier, D., Sarrazin, P., y Ntoumanis, N. (2008). The effects of an experimental programme to support student’s autonomy on the overt behaviours of physical education teachers. European Journal of Psychology of Education, 3, 239-253. https://doi.org/10.1007/BF03172998
  • Wallace, T. L., Kelcey, B., y Ruzek, E. A. (2016). What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey. American Educational Research Journal, 53(6), 1834-1868. https://doi.org/10.3102/0002831216671864
  • Zang, T., Solmon, M., Kosma, M., Carson, R., y Gu, X (2011): Need suport, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 30, 51-68. https://doi.org/10.1123/jtpe.30.1.51
La source de données: Dialnet