Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classesdifferences based on sex and educational stage

  1. David Manzano-Sánchez 1
  2. Alfonso Valero-Valenzuela 2
  3. David Hortigüela-Alcalá 3
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  3. 3 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2024

Volumen: 29

Número: 1

Páginas: 28-38

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2023.11.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El propósito del presente estudio es analizar el poder predictivo de la responsabilidad sobre el índice de mediadores psicológicos, de este sobre la motivación autónoma y esta sobre el clima escolar y la percepción de violencia escolar a través de la Teoría de la Autodeterminación. Un segundo objetivo ha sido comprobar las posibles diferencias que puedan existir en función del sexo y la etapa educativa. Para ello, se han recogido datos mediante cuestionarios auto reportados en diferentes centros de Educación Secundaria y Educación Primaria en las clases de Educación Física, para lo que se ha contado con una muestra de 1007 estudiantes de Primaria (n = 294), Secundaria (n = 601) y Bachillerato y ciclos formativos (n = 112), con una edad media de M = 13.30. (DT = 2.86). De los participantes, un 53.6% han sido chicas (n = 540) y un 46.4% chicos (n = 467). Se han analizado los datos con el software IBM SPSS 25.0 y AMOS 23.0, mediante un análisis de ecuaciones estructurales. Los resultados verifican la capacidad de predicción de la responsabilidad sobre el índice de mediadores psicológicos, la motivación autónoma y sobre el clima y la percepción de la violencia escolar. El análisis de la invarianza factorial del modelo ha confirmado su robustez en función del sexo, pero no de la etapa educativa. Según la etapa educativa, el análisis de la varianza arroja diferencias significativas en Primaria respecto a Secundaria y Bachillerato/Ciclos Formativos, mostrando los estudiantes de menor edad valores más altos en todas las variables excepto en la violencia. Se concluye que la responsabilidad posee un papel relevante en el entorno educativo por su poder de predicción sobre el clima del centro y la violencia escolar, además de sobre la satisfacción de las necesidades psicológicas básicas y de la motivación autónoma, siguiendo la Teoría de la Autodeterminación. A su vez, los estudiantes de etapas educativas superiores presentan valores más reducidos de responsabilidad, haciéndose necesario su trabajo en las aulas. Se recomienda que futuras investigaciones indaguen, por un lado, en intervenciones donde el núcleo central sea el fomento de la responsabilidad, además de realizar análisis longitudinales con muestras de estudiantes en diversos contextos, comprobando si el modelo del presente estudio se corrobora y permite crear una línea de trabajo para la mejora del clima escolar y la reducción de la percepción de violencia.

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