Nuria Codina

Tendencias emergentes en el comportamiento de ocio: el ocio serio y su evaluación

ResumenSe considera la expresion personal como una tendencia de comportamiento asociada a los cambios que experimentan las sociedades industriales avanzadas. Se analiza esta tendencia en el ambito del ocio y, a falta de planteamientos mas especificos, se muestra que esta puede explicarse a partir de una teoria formulada recientemente con otros objetivos, la del ocio serio de Stebbins. Con base en esta, observamos que numerosas actividades pueden darse como ocios serios y que el actual comportamiento en el ocio globalmente tiende a colorearse de cierto caracter serio, de manera que presenta el aspecto borroso de los sistemas complejos.Tambien observamos que se valora positivamente el ocio serio a partir de su estudio en el “aqui y ahora” y a traves de la percepcion subjetiva. Cuestionamos estas valoraciones mostrando que para avanzar en el conocimiento y evaluacion psicosocial del ocio, especialmente del ocio serio, debe considerarse el caracter multiforme, ambivalente y transitorio del fenomeno en relacio...

Physical Activity (PA) Among Middle-Aged Women: Initial and Current Influences and Patterns of Participation

This study investigated the initial and current influences for doing physical activity (PA), current levels of PA participation, and future plans for it. Participants were 200 women aged 45 to 64 years old. Factor loadings of influences were explored using Principal Components Analysis. Pearson bivariate correlations, t-test, and ANOVA were used to show the differences among the influences, sociodemographic characteristics, and present/future PA participation. Personal fulfillment was the main initial influence, while health benefits/self-care, and outdoor/family activities were the most important current influences. The results highlight the factors that best explain present PA participation and also plans for activity in the future.

Habitus and flow in primary school musical practice: relations between family musical cultural capital, optimal experience and music participation

Based on Bourdieus idea that cultural capital is strongly related to family context, we describe the relations between family musical cultural capital and optimal experience during compulsory primary school musical practice. We analyse whether children from families with higher levels of musical cultural capital, and specifically with regard to active engagement in musical practice, obtain more optimal experience from primary school musical practice than their peers, thus improving their chances of sustained engagement in musical practice in their personal lives. We draw from Csikszentmihalyis theory of flow to better understand how intrinsic motivation and absorption can foster childrens perseverance in musical practice and the consequent acquisition of new, relevant musical cultural capital. Results based on a sample of 186 pupils suggest that, in order to optimise the impact on the development of new musical cultural capital, state educational syllabuses should harness the dynamics of the diverse family contexts.

El tiempo libre como heurístico del self: una metodología para el análisis de la complejidad del sujeto

Las actividades de ocio y tiempo libre se han considerado importantes para el desarrollo del self – si mismo – como proceso psicosocial (entre otros, Csikszentmihalyi y Kleiber, 1991; Cuenca, 2008a; Grossman y O’Connell, 2000; Kleiber, 1999; Munne y Codina, 1996, 2002; Wearing y Wearing, 1992). El analisis empirico de este vinculo y los procesos que se generan entre ellos es lo que pretende mostrar la Metodologia Cualitativa Secuencial (MCS; Codina, 1999, 2005a y b). Esta estrategia metodologica permite poner de manifiesto la complejidad del tiempo libre, del self y de las relaciones entre ambos (Codina, 2004a y b; Codina y Pestana, 2008; Pestana, 2007; Pestana y Codina, 2005). Como muestra del potencial explicativo de la MCS, en este trabajo se ejemplifica una aproximacion empirica al self con base en la dialogicidad derivada de las ideas de M. Bajtin (1961/2003a, 1974/2003b) y en los aspectos complejos —no linealidad, fractalidad, borrosidad— descritos por F. Munne (1997a, 2000) en su modelo del self. Investigar empiricamente propuestas teoricas sobre el self como las de Bajtin y Munne posibilita aprehender las relaciones del desarrollo de la persona con un comportamiento mas libre. En un sentido mas general, la MCS contribuye a resaltar el caracter vertebrador de la libertad y la mismidad en el analisis del sujeto contemporaneo.

Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation:

Self-determination theory (SDT) postulates that environments providing psychological needs satisfaction (PNS) promote quality motivation, thus enhancing engagement and performance in diverse performance domains. SDT and PNS were used to investigate student experience of conservatoire instrument practice. Participants (N = 162) completed standardized self-report questionnaires. Associations between study variables were described and hierarchical multiple regression analysis was conducted to assess the predictive effects of autonomy and competence needs satisfaction and autonomous and controlled motivation on inter-subject flow variations. A considerable part of flow variations was accounted for by study variables. Results showed that conservatoire students, especially those studying instrument performance (n = 109), reported high levels of flow, perceived competence and autonomy, and intrinsic motivation. Autonomous motivation had a direct effect on flow variations, whereas controlled motivation had an inverse effect. Perceived competence was the strongest predictor of flow variations and it was also associated with external regulation (especially among students studying instrument performance), thus indicating that intrinsic and extrinsic motives both play important roles in conservatoire instrument practice. Conservatoire instrument teachers need to acknowledge that perceived competence is critical to flow in instrument practice, in order to provide their students with optimal challenges that avoid frustration and amotivation.

How to analyse the experience of serious leisure onstage: actors and spectators

ABSTRACT The practice of serious leisure engenders a deep sense of self-fulfilment, observable in artistic activities in general – and in theatre in particular. In relation to theatre, the serious leisure perspective suggests that this activity has an influence on the self, whether the individual is playing the role of actor or active spectator, but few studies have analysed the impact. Given the scarcity of empirical evidence and methodological references, in this paper we propose a qualitative methodological procedure to analyse the relations between theatre as serious leisure and the self. This procedure, besides showing the influence of theatre as serious leisure on actors and spectators, permits the assessment of intervention programmes.

Time dedicated to physical-sportive leisure and time perspectives: revealing/concealing vulnerabilities

El ocio es una de las actividades que mas contribuyen con el desarrollo integral de la juventud, pero tambien puede ser fuente de problemas. Esta ambivalencia puede derivarse de las intensidades temporales con las que se practican o no ciertos ocios; y, asimismo, de las valoraciones personales que hace la propia persona de la actividad. Con base en estas ideas se analizan, en el contexto del ocio fisico-deportivo, las relaciones entre dos concepciones de la temporalidad —tiempo invertido y perspectiva temporal— y la experiencia del dicho ocio en la cotidianidad —especificamente, la eleccion propia y la satisfaccion percibidas. Los participantes fueron 147 jovenes (63 chicas y 84 chicos) con edades comprendidas entre 18 y 24 anos ( M = 21,18 anos; DT = 2,00). La informacion se recogio mediante dos instrumentos: un cuestionario ad hoc con caracteristicas del Presupuesto de Tiempo y el Inventario de Perspectiva Temporal de Zimbardo (ZPTI). Los resultados indican que el tiempo invertido y la frecuencia semanal del ocio fisico-deportivo son adecuados, si bien se observan diferencias entre chicas y chicos —y a favor de ellos— con respecto a la dedicacion a esta actividad. Por lo que respecta a la perspectiva temporal, esta se caracteriza por ser predominantemente positiva, observandose que las chicas presentaron menores valores en el pasado negativo con respecto a los chicos. Las interinfluencias entre la eleccion propia y la satisfaccion experimentadas con el ocio fisico-deportivo, con las vertientes positivas de las perspectivas temporales, apoyan la necesidad de estudiar el ocio como una manera de comportarse en el tiempo no comprometido —que se relaciona con determinadas actitudes positivas respecto al pasado, al presente y al futuro. En un sentido mas general, las mencionadas interinfluencias abren nuevas perspectivas que podrian arrojar luz sobre las vulnerabilidades que puede (re)velar el ocio.

Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling

Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyze whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g., autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students’ basic psychological needs for perceived competence, autonomy, and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students’ psychological needs by recurring to controlling teaching behaviors, such as controlling use of rewards, negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviors, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance, and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviors are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviors are positively associated with psychological needs satisfaction and negatively with procrastination. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies.

Critical analysis and digital literacy in learning social psychology

This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.

Is student procrastination related to controlling teacher behaviours

Even motivated students procrastinate, because procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were evaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and task-avoiding procrastination. Results suggest that controlling teacher behaviour can negatively influence students’ learning experiences. By using conditional rewards too often, teachers may deffer their students’ autonomous decision processes to engage in academic learning. And teachers trying to exercise excessive personal control may favour their students’ perceptions of external regulation, limiting their possibilities of developing intrinsic motivation and autonomous self-regulated learning. Both resulting conditions could make it more likely for students to procrastinate academic learning, by engaging in alternative activities.