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

Erreferentzia bibliografikoak

• Abadi, E., & Gill, D. L. (2020). The role of socializing agents on dropout and continuing participation of adolescent girls in masculine-typed sports.International Journal of Kinesiology in Higher Education, 4(3), 77–90. https://doi.org/10.1080/24711616.2019.1656118
• Adé, D., Granière, C., & Louvet, B. (2018). The role of the referee in physical education lessons: Student experience and motivation. Physical Education and Sport Pedagogy, 23(4), 418–430. https://doi.org/10.1080/17408989.2018.1455818
• Alférez, S., Cejas, L., Berumen, R., & Fernández, L. (2022). Intervention strategy for children victims of bullying and school violence Estrategia de intervención en niños víctimas de acoso y violencia escolar. Journal of Critical Pedagogy, 6(16), 1–9.
• Álvarez, D., Nuñez, J., & Dobarro, A. (2013). CUVE3-ESO: Un nuevo instrumento para la evaluación de la violencia escolar. In Variables psicológicas y educativas para la intervención en el ámbito escolar. pp. 177–182. Asociación Universitaria de Educación y Psicología.
• Álvarez, D., Rodríguez, C., González, P., Nú ˜nez, J. C., & Álvarez, L. (2010). La formación de los futuros docentes frente a la violencia escolar. Revista de Psicodidáctica, 15(1), 35–56.
• Álvarez, L., Álvarez-García, D., González-Castro, P., Nú ˜nez, J. C., & González-Pienda, J. A. (2006). Evaluación de los comportamientos violentos en los centros educativos. Psicothema, 18(4), 685–695.
• Amaral, H. T., Da Cunha, J. M., & Santo, J. B. (2019). Authoritative school climate and peer victimization among Brazilian students. Psico, 50(1), 1–8. https://doi.org/10.15448/1980-8623.2019.1.29275
• Assor, A., Feinberg, O., Kanat-Maymon, Y., & Kaplan, H. (2018). Reducing violence in non-controlling ways: A change program based on self determination theory. The Journal of Experimental Education, 86(2), 195–213. https://doi.org/10.1080/00220973.2016.1277336
• Barksdale, C., Peters, M., & Corrales, A. (2019). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 47(1), 84–107. https://doi.org/10.1080/03055698.2019.1664411
• Bellibas, M. S. (2016). Who are the most disadvantaged? Factors associated with the achievement of students with low socio-economic backgrounds. Educational Sciences: Theory and Practice, 16(2), 691–710. https://doi.org/10.12738/estp.2016.2.0257
• Bollen, K. A. (1989). Structural equations with latent variables. John Wiley & Sons. https://doi.org/10.1002/9781118619179
• Braund, H., & Deluca, C. (2018). Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition. Australian Educational Researcher, 45(1), 65–85. https://doi.org/10.1007/s13384-018-0265-z
• Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9781315757421
• Carbonero, M. A., Martín, L. J., Román, J. M., & Reoyo, N. (2010). Effect of a teacher training program on the motivation, classroom climate and learning strategies of its students. Revista Iberoamericana de Psicología y Salud, 1(2), 117–138.
• Carrasco, C., & Trianes, M. (2010). Clima social, prosocialidad y violencia como predictores de inadaptación escolar en Primaria. European Journal of Education and Psychology, 3(2), 229–242.
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902 5
• Collie, R. J. (2021). Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes. Educational Psychology, 42(1), 4–22. https://doi.org/10.1080/01443410.2021.1994127
• Da Cunha, J. M., Thomas, K. J., Sukhawathanakul, P., Santo, J. B., & Leadbeater, B. (2021). Socially responsible children: A link between school climate and aggression and victimization. International Journal of Behavioral Development, 45(6), 504–512. https://doi.org/10.1177/01650254211020133
• Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic interactions: Two modes of knowledge construction in socio-constructivist settings for team-sport teaching. Physical Education and Sport Pedagogy, 20(5), 459–473. https://doi.org/10.1080/17408989.2013.803528
• De Bruijn, A. G., Mombarg, R., & Timmermans, A. C. (2022). The importance of satisfying children’s basic psychological needs in primary school physical education for pe-motivation, and its relations with fundamental motor and pe-related skills. Physical Education and Sport Pedagogy, 27(4), 422–439. https://doi.org/10.1080/17408989.2021.1906217
• Deci, E., Ryan, R., & Guay, F. (2013). Self-determination theory and actualization of human potential. In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self processes and human development (pp. 109–133). Information Age Press.
• Deci, E., & Ryan, R. (1988). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037. https://doi.org/10.1037/0022-3514.53.6.1024
• Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
• Deci, E., & Ryan, R. (2012). Self-determination theory. In A. W. Kruglanski, P. A. M. Van Lange, & E. T. Higgins (Eds.), Handbook of theories social psychology (pp. 416–437). https://doi.org/10.4135/9781446249215.n21
• Escartí, A., Gutiérrez, M., & Pascual, C. (2011). Propiedades psicométricas de la versión espa ˜nola del Cuestionario de responsabilidad personal y social en contextos de educación física. Revista de Psicología del Deporte, 20(1), 119–130.
• Escartí, A., Llopis-Goig, R., & Wright, P. M. (2018). Assessing the implementation fidelity of a school-based teaching personal and social responsibility program in physical education and other subject areas. Journal of Teaching in Physical Education, 37(1), 12–23. https://doi.org/10.1123/jtpe.2016-0200
• Fernández-Río, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89–105. https://doi.org/10.1080/17408989.2015.1123238
• Gordon, B., Jacobs, J. M., & Wright, P. M. (2016). Social and emotional learning through a teaching personal and social responsibility based after-school program for disengaged middle-school boys. Journal of Teaching in Physical Education, 35(4), 358–369. https://doi.org/10.1123/jtpe.2016-0106
• Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Multivariate data analysis. Pearson Educational.
• Haugan, J. A., Frostad, P., & Mjaavatn, P. E. (2021). Girls suffer: The prevalence and predicting factors of emotional problems among adolescents during upper secondary school in norw. Social Psychology of Education: An International Journal, 24(3), 609–634. https://doi.org/10.1007/s11218-021-09626-x
• Hellison, D. (2011). Teaching responsibility through physical activity. Human Kinetics.
• Hellison, D. R. (1985). Goals and strategies for teaching physical education. Human Kinetics Publishers.
• Hellison, D., & Wright, P. (2003). Retention in an urban extended day program: A process-based assessment. Journal of Teaching in Physical Education, 22(4), 369–381. https://doi.org/10.1123/jtpe.22.4.369
• Hortigüela-Alcalá, D., Fernández-Río, J., González-Calvo, G., & Pérez-Pueyo, A. (2019). Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica. Physical Education and Sport Pedagogy, 24(3), 220–232. https://doi.org/10.1080/17408989.2018.1561837
• Hortigüela-Alcalá, D., Fernández-Río, J., Pérez-Pueyo, A., & González-Calvo, G. (2019). Effects of a cooperative learning intervention program on cyberbullying in secondary education: A case study. Qualitative Report, 24(10), 2426–2440. https://doi.org/10.46743/2160-3715/2019.3862
• Hortigüela-Alcalá, D., Hernando-Garijo, A., González-Víllora, S., Pastor-Vicedo, J. C., & Baena-Extremera, A. (2020). “Cooperative learning does not work for me”: Analysis of its implementation in future physical education teachers. Frontiers in Psychology, 1(1539), 1–10. https://doi.org/10.3389/fpsyg.2020.01539
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55. https://doi.org/10.1080/10705519909540118
• Kipp, L. E., & Bolter, N. D. (2020). Motivational climate, psychological needs, and personal and social responsibility in youth soccer: Comparisons by age group and competitive level. Psychology of Sport y Exercise, 51, 1–10. https://doi.org/10.1016/j.psychsport.2020.101756
• Kline, R. (2016). Principles and practice of structural equation modelling. The Guilford Press.
• Lamoneda-Prieto, J. (2019). Responsabilidad, violencia percibida y prosocialidad en adolescentes que precisan atención compensatoria. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 8(2), 27–34. https://doi.org/10.6018/sportk. 391721
• Lang, C., Feldmeth, A. K., Brand, S., Holsboer-Trachsler, E., Pühse, U., & Gerber, M. (2017). Effects of a physical education-based coping training on adolescents’ coping skills, stress perceptions and quality of sleep. Physical Education and Sport Pedagogy, 22(3), 213–230. https://doi.org/10.1080/17408989.2016.1176130
• León, J., Nú ˜nez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156–163. https://doi.org/10.1016/j.lindif.2015.08.017
• Leyton, M., Batista, M., & Jiménez-Castuera, R. (2020). Prediction model of healthy lifestyles in physical education students based on self-determination theory. Revista de Psicodidáctica, 25(1), 68–75. https://doi.org/10.1016/j.psicoe.2019.05.002
• Li, W., Wright, P., Rukavina, P. B., & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27(2), 167–178. https://doi.org/10.1123/jtpe.27.2.167
• López, L., & Oriol, X. (2016). The relationship between emotional competence, classroom climate and school achievement in high school students. Cultura y Educación, 28(1), 130–156. https://doi.org/10.1080/11356405.2015.1120448
• Manzano-Sánchez, D. (2021). Diferencias entre aspectos psicológicos en educación primaria y educación secundaria: motivación, necesidades psicológicas básicas, responsabilidad, clima de aula, conductas antisociales y violencia. Espiral. Cuadernos del Profesorado, 14(28), 9–18.
• Manzano-Sánchez, D. (2022). Predicción de la resiliencia en estudiantes a travésdel fomento de la responsabilidad: un estudio a través de la Teoría de la Autodeterminación. Revista de Investigación Educativa, 40(2), 439–455. https://doi.org/10.6018/rie.458681
• Manzano-Sánchez, D., & Valero-Valenzuela, A. (2019). Implementation of a model-based programme to promote personal and social responsibility and its effects on motivation, prosocial behaviours, violence and classroom climate in primary and secondary education. International Journal of Environmental Research and Public Health, 16(21), 1–17. https://doi.org/10.3390/ijerph16214259
• Manzano-Sánchez, D., Conte-Marín, L., Gómez-López, M., & Valero-Valenzuela, A. (2020). Applying the personal and social responsibility model as a school-wide project in all participants: Teachers’ views. Frontiers in Psychology, 11, 1–8. https://doi.org/10.3389/fpsyg.2020.00579
• Manzano-Sánchez, D., Gómez-Mármol, A., Valero-Valenzuela, A., & Jiménez-Parra, J. F. (2021). School climate and responsibility as predictors of antisocial and prosocial behaviors and violence: A study towards self-determination theory. Behavioral Sciences, 11(3), 1–13. https://doi.org/10.3390/bs11030036
• Manzano-Sánchez, D., Valero-Valenzuela, A., Conde-Sánchez, A., & Chen, M. Y. (2019). Applying the personal and social responsibility model-based program: Differences according to gender between basic psychological needs, motivation, life satisfaction and intention to be physically active. International Journal of Environmental Research and Public Health, 16(13), 1–11. https://doi.org/10.3390/ijerph16132326
• Marsh, H. W., Richard, G. E., Johnson, S., Roche, L., & Tremaye, P. (1994). Physical self-description questionnaire: Psychometric properties and a nultitrait-multimethod analysis of relations to existing instruments. Journal of Sport and Exercise Psychology, 16, 270–305. https://doi.org/10.1123/jsep.16.3.270
• Martins, P., Gonzalez, A. J., de Lima, M. P., Faleiro, J., & Preto, L. (2022). Positive development based on the teaching of personal and social responsibility: An intervention program with institutionalized youngsters. Frontiers in Psychology, 13, 1–12. https://doi.org/10.3389/fpsyg.2022.792224
• Meléndez, N., Anthony, E. O., & Vargas, A. (2021). Preservice physical education teachers’ experiences implementing the teaching personal and social responsibility model. Physical Educator, 78(2), 183–204. https://doi.org/10.18666/TPE-2021-V78-I2-10394
• Melero, D., García-Ruíz, J., Merino-Barrero, J. A., Manzano-Sánchez, D., Valero- Valenzuela, A., & Ardoy, D. N. (2019). El enigma de seneb. aplicación de un programa educativo híbrido basado en el modelo de responsabilidad personal y social y la gamificación para el fomento de la condición física, aspectos psicosociales, hábitos de vida, rendimiento cognitivo y académico e. Revista Española de Educación Física y Deportes, 427, 101–111. https://doi.org/10.55166/reefd.vi427.853
• Mena, A., Moret-Tatay, C., Xavier, C. E., & Argimon, I. I. (2022). Programas de intervención para la prevención de la violencia escolar: Una revisión sistemática y metanálisis. Edupsykhé. Revista de Psicología y Educación, 19(1), 106–127. https://doi.org/10.57087/edupsykhe.v19i1.4380
• Méndez-Giménez, A., Cecchini, J. A., Fernández-Río, J., & González, C. (2012). Autodeterminación y metas sociales: un modelo estructural para comprender la intención de práctica, el esfuerzo y el aburrimiento en educación física. Aula Abierta, 40(1), 51–62.
• Menéndez, J. I., & Fernández-Río, J. (2017). Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física. Retos, 32, 134–139. https://doi.org/10.47197/retos.v0i32.52385
• Merino-Barrero, J. A., Valero-Valenzuela, A., & Belando-Pedreño, N. (2017). El modelo de responsabilidad personal y social. Variables de estudio asociadas a su implementación. EmásF: Revista Digital de Educación Física, 49, 60–77.
• Merino-Barrero, J. A., Valero-Valenzuela, A., & Belando-Pedreño, N. (2019). Self- determined psychological consequences of responsibility promotion in physical education. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 19(75), 415–430. https://doi.org/10.15366/rimcafd2019.75.003
• Merino-Barrero, J. A., Valero-Valenzuela, A., Belando-Pedreño, N., & Fernandez-Río, J. (2019). Impact of a sustained TPSR program on students’ responsibility, motivation, sportsmanship, and intention to be physically active. Journal of Teaching in Physical Education, 39(2), 1–9. https://doi.org/10.1123/jtpe.2019-0022
• Mischel, J., & Kitsantas, A. (2019). Middle school students’ perceptions of school climate, bullying prevalence, and social support and coping. Social Psychology of Education: An International Journal, 23(1), 51–72. https://doi.org/10.1007/s11218-019-09522-5
• Moreno-Murcia, J. A., González-Cutre, D., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la Escala de las Necesidades Psicológicas Básicas en el Ejercicio. Revista Mexicana de Psicología, 25, 295–303.
• Moreno-Murcia, J. A., Huéscar, E., & Cervelló, E. (2013). Prediction of adolescents doing physical activity after completing sec- ondary education. The Spanish Journal of Psychology, 15(1), 90–100. https://doi.org/10.5209/rev SJOP.2012.v15.n1.37288
• Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36(3), 232–245. https://doi.org/10.1016/j.cedpsych.2010.10.005
• Navarro-Pérez, J. J., Oliver, A., Carbonell, Á., & Schneider, B. H. (2020). La eficacia de una intervención con aplicación móvil sobre actitudes asociadas a la violencia de pareja en los adolescentes de centros de acogida. Psychosocial Intervention, 29(2), 59–66. https://doi.org/10.5093/pi2020a3
• Nuñez, J. L., Martín-Albo, J., & Navarro, J. G. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. Psicothema, 17(2), 344–349.
• Nunnally, J. C. (1978). Psychometric theory. McGraw-Hill.
• Pavão, I., Santos, F., Wright, P. M., & Gonc¸ alves, F. (2019). Implementing the teaching personal and social responsibility model within preschool education: Strengths, challenges and strategies. Curriculum Studies in Health and Physical Education, 10(1), 51–70. https://doi.org/10.1080/25742981.2018.1552499
• Pae, T. I. (2008). Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27(1), 5–27. https://doi.org/10.1177/0261927X07309509
• Pérez-Pueyo, Á. L., Hortigüela-Alcalá, D., & Fernández-Río, F. J. (2021). Los modelos pedagógicos en educación física: qué, cómo, por qué y para qué. Universidad de León: Servicio de Publicaciones.
• Perry-Hazan, L., & Somech, A. (2023). Conceptualising student participation in school decision making: an integrative model. Educational Review, 75(6), 1202–1223. https://doi.org/10.1080/00131911.2021.1976113
• Pozo, P., Grao-Cruces, A., & Pérez-Ordás, R. (2018). Teaching personal and social responsibility model-based programmes in physical education: A systematic review. European Physical Education Review, 24(1), 56–75. https://doi.org/10.1177/1356336X1666474
• Reaves, S., McMahon, S. D., Duffy, S. N., & Ruiz, L. (2018). The test of time: A meta-analytic review of the relation between school climate and problem behavior. Aggression and Violent Behavior, 39, 100–108. https://doi.org/10.1016/j.avb.2018.01.006
• Redmon, G., Skattebol, J., Hamilton, M., Andresen, S., & Woodman, R. (2022). Projects-of-self and projects-of-family: Young people’s responsibilisation for their education and responsibility for care. British Journal of Sociology of Edu- cation, 43, 84–103. https://doi.org/10.1080/01425692.2021.1947189
• Rizzotto, J. S., & Franc¸ a, M. T. (2022). Indiscipline: The school climate of Brazilian schools and the impact on student performance. International Journal of Educa- tional Development, 94, 25–37. https://doi.org/10.1016/j.ijedudev.2022.102657
• Romi, S., Lewis, R., & Katz, Y. J. (2009). Student responsibility and classroom disciplinein Australia, China, and Israel. Compare: A Journal of Comparative and International Education, 39(4), 439–453. https://doi.org/10.1080/0305792080231 5916
• Ryan, R., & Deci, E. (2017). Self determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi.org/10.1521/978.14625/28806
• Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
• Salimi, N., Karimi-Shahanjarin, A., Rezapur-Shahkolai, F., Hamzeh, B., Roshanaei, G., & Babamiri, M. (2021). Use of a mixed-methods approach to evaluate the implementation of violence and bullying prevention programs in schools. Education and Urban Society, 53(6), 607–628. https://doi.org/10.1177/0013124520972090
• Sánchez-Oliva, D., Viladrich, C., Amado, D., González-Ponce, I., & García-Calvo, T. (2014). Prediction of positive behaviors in physical education: A self-determination theory perspective. Revista de Psicodidáctica, 19(2), 387–406.
• Saracho, O. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51(1), 15–30. https://doi.org/10.1007/s10643-021-01271-5
• Shen, Y., Martinek, T., & Dyson, B. P. (2022). Navigating the processes and products of the teaching personal and social responsibility model: A systematic literature review. Quest, 74(1), 91–107. https://doi.org/10.1080/00336297.2021.2017988
• Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. English Language Teaching, 12(8), 30–36. https://doi.org/10.5539/elt.v12n8p30
• Simonton, K. L., & Shiver, V. N. (2021). Examination of elementary students’ emotions and personal and social responsibility in physical education. European Physical Education Review, 27(4), 878–888. https://doi.org/10.1177/1356336X211001398
• Stover, J., Fabiana, U., De la Iglesia, G., Hoffman, A., & Liporace, M. (2014). Rendimiento académico, estrategias de aprendizaje y motivación en alumnos de escuela media de Buenos Aires. Perspectivas en Psicología, 11(2), 10–20.
• Trianes, M. V., Blanca, M. J., de la Morena, L., Infante, L., & Raya, S. (2006). Un cuestionario para evaluar el clima social del centro escolar. Psicothema, 18(2), 272–277.
• Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. The Journal of Educational Research, 0100(2), 81–101. https://doi.org/10.3200/JOER.100.2.81-101
• Valero-Valenzuela, A., Huescar, E., Núñez, J. L., Conte, L., Léon, J., & Moreno-Murcia, J. A. (2021). Prediction of adolescent physical self-concept through autonomous motivation and basic psychological needs in Spanish physical education students. Sustainability, 13(21), 1–12. https://doi.org/10.3390/su132111759
• Valero-Valenzuela, A., Manzano-S ´anchez, D., Alekseev-Trifonov, S., Merino-Barrero, J. A., Belando-Pedreño, N., & Moreno-Murcia, J. A. (2021). Teaching style for a lesser perception of violence in physical education. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 21(84), 805–818. https://doi.org/10.15366/rimcafd2021.84.011
• Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360. https://doi.org/10.1016/S0065-2601(08)60019-2
• Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity. A review and a look at the future. In G. C. Tenenbaum, & R. C. Eklund (Eds.), Handbook of sport psychology (pp. 59–83). John Wiley. https://doi.org/10.1002/9781118270011.ch3
• Van Aart, I., Hartman, E., Elferink-Gemser, M., Mombarg, R., & Visscher, C. (2017). Relations among basic psychological needs, pe-motivation and fundamental movement skills in 9-12-year-old boys and girls in physical education. Physical Education and Sport Pedagogy, 22(1), 15–34. https://doi.org/10.1080/17408989.2015.1112776
• Varela, J. J., Sirlopú, D., Melipillán, R., Espelage, D., Green, J., & Guzmán, J. (2019). Exploring the influence school climate on the relationship between school violence and adolescent subjective well-being. Child Indicators Research, 12, 2095–2110. https://doi.org/10.1007/s12187-019-09631-9
• Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self- determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
• Verner-Filion, J., Véronneau, M. H., Vaillancourt, M. C., & Mathys, C. (2023). Perceived school climate and school grades in secondary school students: The mediating ¡effect of self-determined motivation. Contemporary Educational Psychology, 74, 56–72. https://doi.org/10.1016/j.cedpsych.2023.102202
• Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10, 179–201. https://doi.org/10.1207/s15327841mpee1003 4
• Wang, C., Cho, H. J., Wiles, B., Moss, J. D., Bonem, E. M., Li, Q., Lu, Y., & Levesque-Bristol, C. (2022). Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: From the perspective of self-determination theory. International Journal of STEM Education, 9(1), 1–14.
• Zimmerman, B., & Schunk, D. (2011). Handbook of self-regulation of learning and performance. Routledge.
• Zúñiga, L. F., Rivas, P. L., & Trevizo, J. G. (2019). Percepción de la violencia escolar en el último ciclo de educación Primaria. RECIE. Revista Electrónica Científica de Inves- tigación Educativa, 4(2), 1349–1360. https://doi.org/10.33010/recie.v4i2.369