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dc.contributor.authorCoterón López, Javieres-ES
dc.contributor.authorFranco Álvarez, Eveliaes-ES
dc.contributor.authorOcete Calvo, María del Carmenes-ES
dc.contributor.authorPérez Tejero, Javieres-ES
dc.date.accessioned2020-11-19T07:25:48Z
dc.date.available2020-11-19T07:25:48Z
dc.date.issued19/11/2020es_ES
dc.identifier.issn1661-7827es_ES
dc.identifier.urihttps://doi.org/10.3390/ijerph17228573es_ES
dc.descriptionArtículos en revistases_ES
dc.description.abstractEl objetivo de este estudio fue conocer la influencia que tanto la satisfacción como la frustración de las necesidades psicológicas básicas en el profesorado de EF puede tener sobre el compromiso comportamental del alumnado.es-ES
dc.description.abstractStudents’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes.en-GB
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoes-ESes_ES
dc.rightsCreative Commons Reconocimiento-NoComercial-SinObraDerivada Españaes_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/es_ES
dc.sourceRevista: International Journal of Environmental Research and Public Health, Periodo: 1, Volumen: 17, Número: 22, Página inicial: 8573, Página final: 8573es_ES
dc.subject.otherInnovación educativa para una formación integral en diferentes etapas y contextoses_ES
dc.titleTeachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysises_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.holderes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.keywordsantecedentes del profesorado, compromiso comportamental, teoría de la autodeterminación, apoyo a la autonomía, análisis multiniveles-ES
dc.keywordsteachers’ antecedents; behavioural engagement; self-determination theory; autonomy support; multi-level analysisen-GB


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