Influencia del estilo docente en la motivación y estilo de vida de adolescentes en educación física

  1. Valero-Valenzuela, Alfonso
  2. Merino-Barrero, Juan Andrés
  3. Manzano-Sánchez, David
  4. Belando-Pedreño, Noelia
  5. Fernández-Merlos, José David
  6. Moreno-Murcia, Juan Antonio
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  3. 3 Universidad Europea de Madrid
    info

    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

  4. 4 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

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Journal:
Universitas Psychologica

ISSN: 2011-2777,  1657-9267

Year of publication: 2020

Volume: 19

Pages: 1-11

Type: Article

DOI: 10.11144/JAVERIANA.UPSY19.IEDM GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Universitas Psychologica

Abstract

The objective of the study was to identify the motivationalprofiles in Secondary Education students and relate themto the teaching style and their lifestyle. A cross-sectionaldescriptive study was carried out with 388 students (M= 13.2, SD = 1.04). The variables analyzed were theinterpersonal style of the teacher, the satisfaction ofbasic psychological needs, the motivation towards sportspractice and lifestyle. The results revealed the existenceof motivational profiles in students: "self-determined" (n= 261) with greater obstacles in intrinsic motivation andidentified regulation and a "non-self-determined" profile(n = 127) with higher levels of demotivation, introjectedregulation and external regulation. In conclusion, ithighlights the importance of the teacher's performance inthe classroom through the support of autonomy, in orderto contribute to the highest levels of motivation and activelifestyle.

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