Papel importante del alumnado, necesidades psicológicas básicas, regulaciones motivacionales y autoconcepto físico en educación física

Abstract

The Self-Determination Theory was used to examine possible relationships among children's important role, basic needs and motivational regulations. A sample of 246 students,ages ranged from 12-17 years, completed a questionnaire that included the important role subscale of the PMCSQ, the physical self-concept subscale of the DF-AF5, the BPNES, and the PLOC. The structural equation model revealed that the important role positively predicted the basic needs, which positively predicted the more self-determined regulations and negatively the less self-determined ones. Intrinsic motivation and introjected regulationpositively predicted physical self-concept too. Results suggest that if teachers can improve students' perceptions of their important role in class, their basic needs and motivations could be satisfied regardless their skill level. They could also increase their physical self-concept. ©2013 Servicio de Publicaciones de la Universidad de Murcia Murcia (España).