Perfiles de orientación hacia la meta y su relación con indicadores de actividad físico-deportiva
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nov 14, 2017
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Resumen
El presente estudio examinó la motivación hacia la actividad física empleando la teoría de la orientación hacia la meta. Un total de 786 estudiantes participaron en este estudio. Un procedimiento de análisis de cluster jerárquico permitió identificar cuatro perfiles de orientación hacia la meta. El perfil más adaptativo (alta tarea/alto ego/altas expectativas) se asoció con la obtención de los mejores resultados. Se concluye que los jóvenes con una alta motivación hacia la tarea, ego, y expectativas de ejecución obtienen las mayores muestras de apoyo por parte de familiares e iguales para la práctica de actividad física, se perciben más autoeficaces para realizar dicha actividad, se atribuyen una mejor forma física autopercibida, y manifiestan una práctica más frecuente de actividad físico-deportiva.
Keywords
goal orientation, performance expectancy, self-efficacy, cluster, physical activityorientación a meta, expectativas de ejecución, autoeficacia, cluster, actividad física.
References
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Barkoukis, V., Ntoumanis, N., & Thogersen-Ntoumani, C. (2010). Developmental changes in achievement motivation and affect in physical education: Growth trajectories and demographic differences. Psychology of Sport and Exercise, 11, 83-90. http://dx.doi.org/10.1016/j.psychsport.2009.04.008
Baskin, M. L., Thind, H., Affuso, O., Gary, L. C., LaGory, M., & Hwang, S. (2013). Predictors of moderate-to-vigorous physical activity (MVPA) in African American young adolescents. Annual Behavioral Medicine, 45, S142-S150. http://dx.doi.org/10.1007/s12160-012-9437-7
Biddle, S. J. H., Wang, C. K. J., Kavussanu, M., & Spray, C. S. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research from 1990-2000. European Journal of Sport Sciences, 3(5), 1-20.
Çaglar, E., & Asçi, F. H. (2010). Motivational cluster profiles of adolescents athletes: An examination of differences in physical-self perception. Journal of Sports Science and Medicine, 9(2), 231-238.
Carr, S. (2012). High task/high ego oriented students´ reasons for endorsing task and ego goals in the context of physical education. Applied Psychology: An International Review, 61, 540-563. http://dx.doi.org/10.1111/j.1464-0597.2012.00505x
Castillo, I., Tomás, I., Balaguer, I., Fonseca, A. M., Dias, C., & Duda, J. L. (2010). The Task and Ego Orientation in Sport Questionnaire: Testing for measurement invariance and latent mean differences in Spanish and Portuguese adolescents. International Journal of Testing, 10, 21-32. http://dx.doi.org/ 10.1080/15305050903352107
Cuevas, R., García-Calvo, T., & Contreras, O. (2013). Perfiles motivacionales en educación física: una aproximación desde la teoría de las metas de logro 2x2. Anales de Psicología, 29, 685-692. http://dx.doi.org/10.6018/analesps.29.3.175821
Dishman, R. K., Hales, D. P., Sallis, J. F., Saunders, R., Dunn, A. L., Bedimo-Rung, A. L., & Ring, K. B. (2010). Validity of social-cognitive measures for physical activity in middle-school girls. Journal of Pediatric Psychology, 35, 72-88. http://dx.doi.org/10.1093/jpepsy/jsp031
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299.
Fox, K., Goudas, M., Biddle, S., Duda, J. L., & Armstrong, N. (1994). Children´s task and ego goal profiles in sport. British Journal of Educational Psychology, 64(2), 253-261.
Grastén, A., & Watt, A. (2016). Perceptions of motivational climate, goal orientation, and light-to-vigorous-intensity physical activity engagement of a simple of Finnish grade 5 to 9 students. International Journal of Exercise Science, 9(3), 291-305.
Hein, V., & Jõessar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determinated motivation among young athletes. International Journal of Sport an Exercise Psychology, 13, 193-204. http://dx.doi.org/10.1080/1612197X.2014.947304
Hyde, A. L., Maher, J. P., & Elavsky, S. (2013). Enhancing our understanding of physical activity and wellbeing with a lifespan perspective. International Journal of Wellbeing, 3, 98-115. http://dx.doi.org/10.5502/ijw.v3i1.6
Jaakkola, T., Wang, C. K. J., Soini, M., & Liukkonen, J. (2015). Students´perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science and Medicine, 14(3), 477-483.
Laird, Y., Fawkner, A., Kelly, P., McNamee, L., & Niven, A. (2016). The role of social support on physical activity behavior in adolescent girls: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 13, 79. http://dx.doi.org/10.1186/s12966-016-0405-7
Liukkonen, J., Watt, A., Barkoukis, V., Watt, A., & Jaakkola, T. (2010). Motivational climate and students´emotional experiences and effort in physical education. The Journal of Educational Research, 103, 295-308. http://dx.doi.org/10.1080/00220670903383044
Martínez-Galindo, C., Alonso, N., Cervelló, E., & Moreno, J. A. (2009). Perfiles motivacionales y disciplina en clases de educación física. Diferencias según las razones del alumnado para ser disciplina y la percepción del trato generado por el profesorado en el aula. Cultura y Educación, 21(3), 331-343.
Monshouwer, K., ten Have, M., van Poppel, M., Kemper, H., & Vollebergh, W. (2013). Possible mechanisms explaining the association between physical activity and mental health: Finding from the 2001 Dutch health behavior in school-aged children survey. Clinical Psychological Science, 1, 67-74. http://dx.doi.org/10.1177/2167702612450485
Mora, A., Cruz, J., & Sousa, C. (2013). Cómo mejorar el clima motivacional y los estilos de comunicación en el ámbito de la Educación Física y el deporte. Infancia y Aprendizaje, 36, 91-103. http://dx.doi.org/10.1174/021037013804826546
Moreno-Murcia, J. A., Cervelló-Gimeno, E., Huéscar-Hernández, E., Belan-do Pedreño, N., & Rodríguez-Marín, J. (2013). Motivational profiles in physical education and their relation to the Theory of Planned Behavior. Journal of Sports Science and Medicine, 12, 551-558.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective, experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Prochaska, J. J., Sallis, J. F., & Long, B. (2001). A physical screening measure for use with adolescents in primary care. Archives in Pediatrics and Adolescence Medicine, 155, 554-559. http://dx.doi.org/10.1001/archpedi.155.5.554
Rahmani-Nia, F., Damitchi, A., Azizi, M., & Hoseini, R. (2011).Associations between self-perceived and measured physical fitness of male college students. World Applied Sciences Journal, 14(9), 1331-1338.
Sallis, J. F., Taylor, W. C., Dowda, M., Freedson, P. S., & Pate, R. R. (2002). Correlates of vigorous physical activity for children in grades 1 through 12: Comparing parent-reported and objectively measured physical activity. Pediatric Exercise Science, 14(1), 30-44.
Sicilia, A., Moreno, J. A., & Rojas, A. J. (2008). Motivational profiles and flow in physical education lessons. Perceptual and Motor Skills, 106, 473-494. http://dx.doi.org/10.2466/PMS.106.2.473-494
Standage, M., & Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72, 87-103.
Stavrou, N. A. M., Psychountaky, M., Georgiadis, E., Karteroliotis, K., & Zervas, Y. (2015). Flow theory-goal orientation theory: Positive experience is related to athlete´s goal orientation. Frontiers in Psychology, 6, 1499. https://dx.doi.org/10.3389/fpsyg.2015.01499
Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2x2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8(2), 147-168.
Wang, C. K. J., Chatzisarantis, N. L. D., Spray, C. M., & Biddle, S. J. H. (2002). Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs and physical activity. British Journal of Educational Psychology, 72, 433-455.
Wang, C. K. J., Liu, W. C., Sun, Y., Lim, B. S. C., & Chatzisarantis, N. L. D. (2010). Chinese students´ motivation in physical activity: Goal profile analysis using Nicholl´s achievement goal theory. IJSEP, 8, 284-231.
Wang, C. K. J., Morin, A. J. S., Ryan, R. M., & Liu, W. C. (2016). Students´ motivational profiles in the physical education context. Journal of Sport and Exercise Psychology, 38, 1-46. http://dx.doi.org/10.1123/jsep.2016-0153
Yao, C. A., & Rhodes, R. E. (2015). Parental correlates in child and adolescent physical activity: A meta-analysis. International Journal of Behavioral Nutrition, 12, 10. http://dx.doi.org/10.1186/s12966-015-0163-y
Zhu, X., Sun, H., Chen, A., & Ennis, C. (2012). Measurement invariance of Expectancy-Value Questionnaire in physical education. Measurement in Physical Education and Exercise Science, 16, 41-54. http://dx.doi.org/10.1080/1091367X.2012.639629
Barkoukis, V., Ntoumanis, N., & Thogersen-Ntoumani, C. (2010). Developmental changes in achievement motivation and affect in physical education: Growth trajectories and demographic differences. Psychology of Sport and Exercise, 11, 83-90. http://dx.doi.org/10.1016/j.psychsport.2009.04.008
Baskin, M. L., Thind, H., Affuso, O., Gary, L. C., LaGory, M., & Hwang, S. (2013). Predictors of moderate-to-vigorous physical activity (MVPA) in African American young adolescents. Annual Behavioral Medicine, 45, S142-S150. http://dx.doi.org/10.1007/s12160-012-9437-7
Biddle, S. J. H., Wang, C. K. J., Kavussanu, M., & Spray, C. S. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research from 1990-2000. European Journal of Sport Sciences, 3(5), 1-20.
Çaglar, E., & Asçi, F. H. (2010). Motivational cluster profiles of adolescents athletes: An examination of differences in physical-self perception. Journal of Sports Science and Medicine, 9(2), 231-238.
Carr, S. (2012). High task/high ego oriented students´ reasons for endorsing task and ego goals in the context of physical education. Applied Psychology: An International Review, 61, 540-563. http://dx.doi.org/10.1111/j.1464-0597.2012.00505x
Castillo, I., Tomás, I., Balaguer, I., Fonseca, A. M., Dias, C., & Duda, J. L. (2010). The Task and Ego Orientation in Sport Questionnaire: Testing for measurement invariance and latent mean differences in Spanish and Portuguese adolescents. International Journal of Testing, 10, 21-32. http://dx.doi.org/ 10.1080/15305050903352107
Cuevas, R., García-Calvo, T., & Contreras, O. (2013). Perfiles motivacionales en educación física: una aproximación desde la teoría de las metas de logro 2x2. Anales de Psicología, 29, 685-692. http://dx.doi.org/10.6018/analesps.29.3.175821
Dishman, R. K., Hales, D. P., Sallis, J. F., Saunders, R., Dunn, A. L., Bedimo-Rung, A. L., & Ring, K. B. (2010). Validity of social-cognitive measures for physical activity in middle-school girls. Journal of Pediatric Psychology, 35, 72-88. http://dx.doi.org/10.1093/jpepsy/jsp031
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299.
Fox, K., Goudas, M., Biddle, S., Duda, J. L., & Armstrong, N. (1994). Children´s task and ego goal profiles in sport. British Journal of Educational Psychology, 64(2), 253-261.
Grastén, A., & Watt, A. (2016). Perceptions of motivational climate, goal orientation, and light-to-vigorous-intensity physical activity engagement of a simple of Finnish grade 5 to 9 students. International Journal of Exercise Science, 9(3), 291-305.
Hein, V., & Jõessar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determinated motivation among young athletes. International Journal of Sport an Exercise Psychology, 13, 193-204. http://dx.doi.org/10.1080/1612197X.2014.947304
Hyde, A. L., Maher, J. P., & Elavsky, S. (2013). Enhancing our understanding of physical activity and wellbeing with a lifespan perspective. International Journal of Wellbeing, 3, 98-115. http://dx.doi.org/10.5502/ijw.v3i1.6
Jaakkola, T., Wang, C. K. J., Soini, M., & Liukkonen, J. (2015). Students´perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science and Medicine, 14(3), 477-483.
Laird, Y., Fawkner, A., Kelly, P., McNamee, L., & Niven, A. (2016). The role of social support on physical activity behavior in adolescent girls: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 13, 79. http://dx.doi.org/10.1186/s12966-016-0405-7
Liukkonen, J., Watt, A., Barkoukis, V., Watt, A., & Jaakkola, T. (2010). Motivational climate and students´emotional experiences and effort in physical education. The Journal of Educational Research, 103, 295-308. http://dx.doi.org/10.1080/00220670903383044
Martínez-Galindo, C., Alonso, N., Cervelló, E., & Moreno, J. A. (2009). Perfiles motivacionales y disciplina en clases de educación física. Diferencias según las razones del alumnado para ser disciplina y la percepción del trato generado por el profesorado en el aula. Cultura y Educación, 21(3), 331-343.
Monshouwer, K., ten Have, M., van Poppel, M., Kemper, H., & Vollebergh, W. (2013). Possible mechanisms explaining the association between physical activity and mental health: Finding from the 2001 Dutch health behavior in school-aged children survey. Clinical Psychological Science, 1, 67-74. http://dx.doi.org/10.1177/2167702612450485
Mora, A., Cruz, J., & Sousa, C. (2013). Cómo mejorar el clima motivacional y los estilos de comunicación en el ámbito de la Educación Física y el deporte. Infancia y Aprendizaje, 36, 91-103. http://dx.doi.org/10.1174/021037013804826546
Moreno-Murcia, J. A., Cervelló-Gimeno, E., Huéscar-Hernández, E., Belan-do Pedreño, N., & Rodríguez-Marín, J. (2013). Motivational profiles in physical education and their relation to the Theory of Planned Behavior. Journal of Sports Science and Medicine, 12, 551-558.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective, experience, task choice, and performance. Psychological Review, 91, 328-346.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Prochaska, J. J., Sallis, J. F., & Long, B. (2001). A physical screening measure for use with adolescents in primary care. Archives in Pediatrics and Adolescence Medicine, 155, 554-559. http://dx.doi.org/10.1001/archpedi.155.5.554
Rahmani-Nia, F., Damitchi, A., Azizi, M., & Hoseini, R. (2011).Associations between self-perceived and measured physical fitness of male college students. World Applied Sciences Journal, 14(9), 1331-1338.
Sallis, J. F., Taylor, W. C., Dowda, M., Freedson, P. S., & Pate, R. R. (2002). Correlates of vigorous physical activity for children in grades 1 through 12: Comparing parent-reported and objectively measured physical activity. Pediatric Exercise Science, 14(1), 30-44.
Sicilia, A., Moreno, J. A., & Rojas, A. J. (2008). Motivational profiles and flow in physical education lessons. Perceptual and Motor Skills, 106, 473-494. http://dx.doi.org/10.2466/PMS.106.2.473-494
Standage, M., & Treasure, D. C. (2002). Relationship among achievement goal orientations and multidimensional situational motivation in physical education. British Journal of Educational Psychology, 72, 87-103.
Stavrou, N. A. M., Psychountaky, M., Georgiadis, E., Karteroliotis, K., & Zervas, Y. (2015). Flow theory-goal orientation theory: Positive experience is related to athlete´s goal orientation. Frontiers in Psychology, 6, 1499. https://dx.doi.org/10.3389/fpsyg.2015.01499
Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2x2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8(2), 147-168.
Wang, C. K. J., Chatzisarantis, N. L. D., Spray, C. M., & Biddle, S. J. H. (2002). Achievement goal profiles in school physical education: Differences in self-determination, sport ability beliefs and physical activity. British Journal of Educational Psychology, 72, 433-455.
Wang, C. K. J., Liu, W. C., Sun, Y., Lim, B. S. C., & Chatzisarantis, N. L. D. (2010). Chinese students´ motivation in physical activity: Goal profile analysis using Nicholl´s achievement goal theory. IJSEP, 8, 284-231.
Wang, C. K. J., Morin, A. J. S., Ryan, R. M., & Liu, W. C. (2016). Students´ motivational profiles in the physical education context. Journal of Sport and Exercise Psychology, 38, 1-46. http://dx.doi.org/10.1123/jsep.2016-0153
Yao, C. A., & Rhodes, R. E. (2015). Parental correlates in child and adolescent physical activity: A meta-analysis. International Journal of Behavioral Nutrition, 12, 10. http://dx.doi.org/10.1186/s12966-015-0163-y
Zhu, X., Sun, H., Chen, A., & Ennis, C. (2012). Measurement invariance of Expectancy-Value Questionnaire in physical education. Measurement in Physical Education and Exercise Science, 16, 41-54. http://dx.doi.org/10.1080/1091367X.2012.639629
Cómo citar
De la Torre-Cruz, M. J., Ruiz-Ariza, A., Ocaña-Expósito, S., & Martínez-López, E. J. (2017). Perfiles de orientación hacia la meta y su relación con indicadores de actividad físico-deportiva. Universitas Psychologica, 16(3), 1–12. https://doi.org/10.11144/Javeriana.upsy16-3.pohm
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