Cambios en la motivación académica y satisfacción con los estudios de los profesores de educación física en formación durante el periodo de estudio
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ago 19, 2022
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El estudio describe y explora cómo cambia la motivación académica y la satisfacción de los docentes de educación física (EF) en formación durante el periodo de estudio, y cómo la motivación académica autónoma y controlada se relaciona con la satisfacción del estudiante con los estudios académicos. La recolección de datos se realizó mediante cuestionarios. Se aplicaron la escala de motivación académica (EMA) y el cuestionario de experiencia del curso (CEC). En esta investigación se utilizó el diseño repetido de estudios transversales a intervalos regulares. Los datos se recopilaron cuatro veces durante el periodo de estudio de los estudiantes de educación física en cuatro universidades lituanas. Las muestras se distribuyeron según el año de estudio de la siguiente manera: primer año n = 84, segundo año n = 72, tercer año n = 59, cuarto año n = 44 estudiantes. El análisis de los datos mostró que la motivación académica y la satisfacción de los estudiantes con los estudios cambian durante el periodo de estudio. Los indicadores de motivación académica autónoma y controlada tienen relaciones de fuerza similar con las mismas subescalas de satisfacción con los estudios. Los resultados de investigación obtenidos proporcionan una mejor comprensión del cambio en la motivación académica de los estudiantes en relación con sus percepciones sobre el entorno académico revelado a través de su satisfacción con el estudio.
Keywords
physical education, teaching, profession, self-determined motivation, pre-service teachers, satisfactioneducación física, enseñanza, profesión, motivación autodeterminada, profesores en formación, satisfacción
References
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Barkoukis, V., Tsorbatzoudis, H., Grouios, G., & Sideridis, G. (2008). The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale. Assessment in Education: Principles Policy & Practice, 15(1), 39-55. https://doi.org/10.1080/09695940701876128
Bedel, E. F. (2016). Exploring academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers. Journal of Education and Training Studies, 4(1), 142-149. https://doi.org/10.11114/jets.v4i1.561
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Boiché, J. C. S., Sarrazin, P. G., Grouzet, F. M. E., Pelletier, L. G., & Chanal, J. P. (2008). Students’ motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701. https://doi.org/10.1037/0022-0663.100.3.688
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Byrne, M., & Flood, B. (2003). Assessing the teaching quality of accounting programs: An evaluation of the Course Experience Questionnaire. Assessment and Evaluation in Higher Education, 8(2), 135-145. https://doi.org/10.1080/02602930301668
Can, G. (2015). Turkish version of the Academic Motivation Scale. Psychological Reports, 116(2), 388–408. https://doi.org/10.2466/14.08.PR0.116k24w5
Cancela Carral, J. M., & Pérez, C. A. (2010). What do we know about the profile and characteristics of university physical education students? Findings from a pilot study. European Journal of Physical and Health Education, 4(2), 65-72. https://core.ac.uk/download/pdf/1914757.pdf#page=15
Cunningham, G. B., Sagas, M., Dixon, M., Kent, A., & Turner, B. A. (2005). Anticipated career satisfaction, affective occupational commitment, and intentions to enter the sport management profession. Journal of Sport Management, 19(1), 43-57. https://doi.org/10.1123/jsm.19.1.43
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L, & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14–23.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346. https://doi.org/10.1207/s15326985ep2603&4_6
Feri, R., Soemantri, D., & Jusuf, A. (2016). The relationship between autonomous motivation and autonomy support in medical students’ academic achievement. International Journal of Medical Education, 7, 417-423. https://doi.org/10.5116/ijme.5843.1097
Ferry, M. (2018). Physical education preservice teachers’ perceptions of the subject and profession: Development during 2005-2016. Physical Education and Sport Pedagogy, 23(4), 358-370. https://doi.org/10.1080/17408989.2018.1441392
Guay, F., Morin, A. J. S., Litalien, D., Valois, P., & Vallerand, R. J. (2015). Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 1-32. https://doi.org/10.1080/00220973.2013.876231
Hakan, K., & Münire, E. (2014). Academic motivation: Gender, domain and grade differences. Procedia - Social and Behavioral Sciences, 143, 708-715. https://doi.org/10.1016/j.sbspro.2014.07.469
Han, J. & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819. https://doi.org/10.1080/2331186X.2016.1217819
Hartley, P., Hilsdon, J., Keenan, C., Sinfield, S., & Verity, M. (2011). Learning development in higher education. Palgrave Macmillan.
Kairys, A., Liniauskaitė, A., Brazdeikienė, I., Baškevičius, L., Čepienė, R., Mažeikaitė-Gylienė, Ž., Rugelevičius, M., Žakaitienė, A., & Žakaitis, P. (2017). Studentų akademinės motyvacijos skalės (SAMS-21) struktūra. Psichologija, 55, 41-55. https://doi.org/10.15388/Psichol.2017.55.10735
Kyriacou, C., & Coulthard, M. (2000). Undergraduates’ views of teaching as a career choice. Journal of Education for Teaching, 26, 117-126. http://dx.doi.org/10.1080/02607470050127036
Koludrović, M., & Ercegovac, I. R. (2014). Academic motivation in the context of self-determination theory in initial teacher education. Croatian Journal of Education, 17(1), 25-36. https://doi.org/10.15516/cje.v17i0.1488
Lent, R., Singley, D., Sheu, H., Schmidt, J. A., & Schmidt, L. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1), 87-97. https://doi.org/10.1177/1069072706294518
Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L. C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating student-centered learning environments and changing teaching culture: Purdue University’s IMPACT program. University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Lounsbury, J. W., Fisher, L. A., Levy, J., & Welsh D. P. (2009). An investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69. https://psycnet.apa.org/record/2009-05473-006
Lyons, O. T. A., Smith, C., Winston, J. S., Geranmayeh, F., Benhjati, S., Kingston, O., & Pollara, G. (2010). Impact of UK academic foundation programmes on aspirations to pursue a career in academia. Medical Education, 44(10), 996-1005. https://doi.org/10.1111/j.1365-2923.2010.03787.x
Mäkelä, K., & Whipp, P. R. (2015). Career intention of Australian physical education teachers. European Physical Education Review, 21(4), 504-520. https://doi.org/10.1177/1356336X15584088
McInnis, C., Griffin, P., James, R., & Coates, H. (2001). Development of the Course Experience Questionnaire (CEQ). Higher Education Division, Department of Education, Training and Youth Affairs.
McCullick, B. A., Lux, K. M., Belcher, D. G., & Davies, N. (2012). A portrait of the PETE major: Re-touched for the early twenty-first century. Physical Education & Sport Pedagogy, 17(2), 177-193. https://doi.org/10.1080/17408989.2011.565472
Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15, 446-462. https://doi.org/10.1177/1069072707305762
Özgüngör, S. (2009). The relationships between students’ evaluations of teaching behaviors and self efficacy beliefs. Procedia Social and Behavioral Sciences, 1(1), 2687-2691. https://doi.org/10.1016/j.sbspro.2009.01.475
Pociūtė, B., Bulotaitė, L., & Bliumas, R. (2012). Universiteto studentų įsipareigojimas profesijai: sąsajos su asmenybės bruožais ir pasitenkinimu studijomis. Acta paedagogica Vilnensia, 29, 111-122. https://etalpykla.lituanistikadb.lt/object/LT-LDB-0001:J.04~2012~1367187655321/J.04~2012~1367187655321.pdf
Poteliūnienė, S. (2018). Pirmo kurso būsimųjų sporto pedagogų akademinė motyvacija ir pasitenkinimas studijomis. Pedagogika, 129(1), 234-249. https://www.ceeol.com/search/article-detail?id=671897
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Cómo citar
Poteliūnienė, S., Emeljanovas, A., & López Sánchez, G. F. (2022). Cambios en la motivación académica y satisfacción con los estudios de los profesores de educación física en formación durante el periodo de estudio. Universitas Psychologica, 20, 1–17. https://doi.org/10.11144/Javeriana.upsy20.cams
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