Antonio Méndez-Giménez

Análisis de un modelo multiteórico de metas de logro, metas de amistad y autodeterminación en educación física

Resumen En este estudio se analizaron, desde un marco multiteórico, las relaciones entre las metas de logro 2×2, las metas de amistad (aproximación y evitación), las necesidades psicológicas básicas, la motivación intrínseca, la diversión y el autoconcepto físico en el contexto de la educación física. 421 estudiantes (231 varones y 190 mujeres) completaron un cuestionario que comprendía las versiones españolas del AGQ-PE, FGQ, BPNES, y las subescalas motivación intrínseca del PLOC, autoconcepto físico del DF-AF5 y diversión del IMI. El modelo de ecuaciones estructurales revisado reveló que las metas de aproximación-maestría predijeron positivamente las tres necesidades psicológicas básicas, y las metas de aproximación-amistad, la de relación. A su vez, las necesidades básicas predijeron la motivación intrínseca, la cual predijo la diversión y el autoconcepto físico. Los resultados se discuten desde la perspectiva de un marco teórico múltiple y se abordan sus implicaciones didácticas.

Epstein's TARGET Framework and Motivational Climate in Sport: Effects of a Field-Based, Long-Term Intervention Program

The aim of this study was to assess the long-term effects that the manipulation of the motivational climate can produce on social factors, psychological mediators, motivation and behavioural consequences. 283 student-athletes with ages ranging from 14 to 18 years (M = 13,54 ± 1,31) completed a questionnaire that included the BPNES, the PLOC, the subscales cooperative learning and improvement of the PMCSQ-2, as well as persistence, effort and boredom subscales. Epsteins TARGET strategies were applied to the experimental group during 12 weeks by specially trained coaches. The repeated measures MANOVA showed significant changes in all variables in the experimental group in post-test 1. Furthermore, these changes were maintained in most variables six months after the intervention (post-test 2). No significant changes were observed in the control group. Finally, the results are discussed and future lines of intervention are proposed.

Percepciones y creencias de los docentes de primaria del Principado de Asturias sobre las competencias básicas

Since the Spanish Organic Education Law, enacted in 2006, introduced key competences in the curriculum of compulsory education, few data have been collected about the attitudes and beliefs of teachers in this implementation process. Gordon et al. (2009) recognized the teachers as the key actors in the shift towards competences and noted that the successful implementation of competence-based approach depends on the attitude of teachers. The main objective of this paper was to analyze the perceptions of primary teachers in Asturias on key competences after their full incorporation into the curriculum. A second objective was to compare the perceptions of teachers in terms of three segmentation variables: sex, type of institution and type of teaching (specialty). For this purpose, an ad hoc questionnaire was designed, with a 5-point Likert scale, consisting of a total of 40 items organized into five relevant aspects of the curriculum: activities, methodology, assessment, motivation and interdisciplinary work. 810 subjects completed the questionnaire showing their perceptions of key competences. In general, teachers reflected medium warmth about key competences showing an unclear, unsteady opinion on their inclusion in the curriculum. Regarding the contrasts by segmentation variables, males scored significantly higher than women the competence benefits. Teachers in concerted (non-government) schools are more sensitive both the benefits and the costs to the competence framework. Specialists identified greater benefits than generalists. These results are discussed in terms of the need to support teachers to become more aware of the benefits of working competence and undertake effective strategies for change.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure.

Examinando el modelo de metas de logro 3x2 en el contexto de la Educación Física

Esta investigacion examina el modelo de metas de logro 3x2(Elliot, Murayama y Pekrum, 2011) en el contexto de la Educacion Fisica.Este modelo se fundamenta en las dimensiones de&nicion y valencia de lacompetencia, y se compone de seis constructos de meta. En el estudio 1, seelaboro un instrumento especi&co, el Cuestionario de Metas de Logro 3x2en Educacion Fisica (CML 3x2-EF), y fue completado por una muestra de150 estudiantes (75 varones y 75 mujeres) con una edad media de 13.97anos (DT = 1.23). Los resultados del Analisis Factorial Con&rmatorio apoyaroncon &rmeza el modelo hipotetico. La validez y consistencia internafueron satisfactorias. El modelo hipotetico, comparado con otros 10 modelosalternativos, produjo el mejor ajuste a los datos. En el estudio 2 (N= 366)se reexamino el modelo y se realizaron analisis de regresion para explorarlas metas de logro como predictoras de variables dependientes: motivacionautodeterminada, competencia percibida, autoconcepto (subescalas habilidad,atractivo fisico y condicion fisica), metas de amistad (aproximacion yevitacion). Los datos se ajustaron a las predicciones y produjeron evidenciasde patrones predictivos diferenciales entre las metas basadas en la tarea y lasmetas basadas en el yo.

Dominant achievement goals and different profiles among secondary students / Dominancia de metas de logro y perfiles específicos en enseñanza secundaria

Abstract Spanish adolescents’ dominant achievement goals and their specific profiles were explored in a physical education context. A sample of 385 students (207 males and 178 females, M = 14.2 years) completed a questionnaire that included 2x2 achievement goals (AGQ-PE), dominant achievement goals, affectivity (PANASN), perfectionism (IPI) and outcome variables such as satisfaction with life (SLS), and intrinsic motivation, extrinsic motivation and amotivation (PLOC). Eighty-seven percent of participants showed dominant achievement goals, the highest percentage was mastery-approach (66%). Patterns found were consistent with the theoretical framework. Students that showed dominant mastery-approach achievement goals had a positively valenced profile. Those that showed performance-approach dominance had a positive and negative valenced profile. The ones that showed performance-avoidance had a negative valenced profile. Finally, subjects that showed mastery-avoidance dominance had a neutral valenced profile.

Articulando conocimiento teórico y práctica educativa. Análisis de los efectos del material autoconstruido en las creencias de futuros docentes

Resumen El objetivo de este trabajo fue analizar las creencias del alumnado de Magisterio sobre el uso de materiales autoconstruidos como herramienta educativa y valorar el efecto de una intervención didáctica con estos recursos en su formación como futuros docentes. 110 sujetos pertenecientes a las especialidades de Educación Especial y Educación Física de la titulación de Magisterio accedieron a participar. Durante el transcurso de una asignatura de su plan de estudios se les involucró en un proceso de construcción sistemática de materiales. Los sujetos completaron un cuestionario ad hoc de dos subescalas con un total de 40 ítems. Los resultados finales mostraron que este grupo de futuros docentes considera que los materiales autoconstruidos permiten implicar al alumnado en su propio proceso de aprendizaje. Los pertenecientes a la especialidad de Educación Especial destacaron la validez de este tipo de materiales en el tratamiento de la diversidad. También son percibidos como una herramienta docente de futuro. Los materiales autoconstruidos parecen ayudar a reducir la distancia entre la teoría y la práctica educativa en la formación de docentes.

Connecting Athletes' Self-Perceptions and Metaperceptions of Competence: a Structural Equation Modeling Approach.

Abstract This study explored the relationships between athletes’ competence self-perceptions and metaperceptions. Two hundred and fifty one student-athletes (14.26 ± 1.89 years), members of twenty different teams (basketball, soccer) completed a questionnaire which included the Perception of Success Questionnaire, the Competence subscale of the Intrinsic Motivation Inventory, and modified versions of both questionnaires to assess athletes’ metaperceptions. Structural equation modelling analysis revealed that athletes’ task and ego metaperceptions positively predicted task and ego self-perceptions, respectively. Competence metaperceptions were strong predictors of competence selfperceptions, confirming the atypical metaperception formation in outcome-dependent contexts such as sport. Task and ego metaperceptions positively predicted athletes’ competence metaperceptions. How coaches value their athletes’ competence is more influential on what the athletes think of themselves than their own self-perceptions. Athletes’ ego and task metaperceptions influenced their competence metaperceptions (how coaches rate their competence). Therefore, athletes build their competence metaperceptions using all information available from their coaches. Finally, only taskself perfections positively predicted athletes’ competence self-perceptions.

Design and validation of a questionnaire to assess cooperative learning in educational contexts

Resumen: El objetivo del estudio fue elaborar y validar un instrumento que pudiera evaluar los elementos fundamentales del aprendizaje cooperativo, así como proporcionar un factor de cooperación. Participaron 11.202 estudiantes de educación primaria (5o-6o curso), secundaria y bachillerato (5.838 varones, 5.364 mujeres) de 68 centros educativos en 62 ciudades españolas repartidas por toda su geografía. Las edades oscilaron entre los 11 y los 18 años. El único requisito para participar era haber experimentado varias técnicas de aprendizaje cooperativo en los últimos 6 meses. Tras elaborar una primera versión y ser sometida sucesivamente a un juicio de expertos y un estudio piloto se realizó un segundo estudio en el que se sometió la versión definitiva a diferentes pruebas estadísticas. El Cuestionario de Aprendizaje Cooperativo está formado por cinco sub-escalas: Interacción Promotora, Interdependencia Positiva, Responsabilidad Individual, Procesamiento Grupal y Habilidades Sociales. Los análisis factoriales confirmatorios mostraron que todos los índices de fiabilidad eran aceptables, incluso bajo las condiciones más exigentes. El cuestionario mostró una adecuada validez convergente, discriminante y concurrente. Se confirma como un instrumento sencillo para evaluar todos los elementos fundamentales del aprendizaje cooperativo en estudiantes de primaria, secundaria y bachillerato y proporcionar un factor de cooperación global. Palabras clave: cooperación; primaria; secundaria; bachillerato. Title: Design and validation of a questionnaire to assess cooperative learning in educational contexts. Abstract: The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor.

Exercise and Epstein's TARGET for treatment of depressive symptoms: A randomized study

This study was designed with a dual goal: (1) to compare the change in the scores of depressive symptoms by means of the implementation of three intervention programs in comparison to a control group: a) based on Epsteins TARGET (ET), b) without TARGET strategies (NET), and c) under conditions of active exercise (AE); and (2) to analyze whether the Self-determination Index (SDI) predicts the reduction of depressive symptoms. The participants (N = 106; 68 females and 38 males), aged between 18-30 years, were randomly assigned to one of the groups. Each treatment lasted 8 weeks (3 hours/week). Of the ET participants, 59.26% showed a therapeutic response, defined as a 50% reduction in the reference score, versus 25.93% for the NET, 19.23% for the AE, and 3.84% for the control group. After six months, the ET group increased their percentage of therapeutic response by slightly more than 10%, which did not occur in the other groups. SDI predicted lower levels of depressive symptoms, and our findings indicate that TARGET strategies can have a direct effect on depressive symptoms at the time of intervention and an indirect effect at a later stage due to their impact on future levels of physical activity.