El objetivo del estudio ha sido analizar la relación existente entre las estrategias de disciplina mostradas por el profesor para mantener la disciplina en el aula educación física, la orientación disposicional de metas, la motivación autodeterminada y la percepción del autoconcepto físico. La muestra estaba compuesta por 736 sujetos de edades entre los 14 y 17 años, pertenecientes a centros de educación secundaria de la Región de Murcia. Las escalas utilizadas fueron: Estrategias para mantener la disciplina en el aula, Cuestionario de percepción de éxito, Escala de motivación deportiva y Cuestionario de autoconcepto físico. Las principales conclusiones han sido que los estudiantes con una mayor motivación autodeterminada están más orientados a la tarea y tienen una percepción más positiva de su autoconcepto físico (determinado por motivos externos), agrupándose en perfiles autodeterminados. Los que practican actividades físico deportivas extraescolares muestran una mayor motivación autodeterminada, mayor orientación a la tarea y mayor competencia deportiva y condición física. Los chicos presentan una mayor percepción de su competencia deportiva y de su condición física, y están más orientados al ego que las chicas. Las chicas perciben mayor responsabilidad en las estrategias que utiliza su profesor en clase para mantener la disciplina que los chicos. / The purpose of this study was to analyse the relationship between the discipline strategies shown by the teacher to keep discipline in the physical education classroom, dispositional goal orientation, self-determined motivation and the perception of physical self-concept. The sample consisted of 736 subjects aged between 14 and 17, studying at secondary schools in the Region of Murcia. The scales used were: strategies to sustain discipline in the classroom, perception of success questionnaire, sport motivation scale and physical self-concept questionnaire. The main conclusions were that students with a higher self-determined motivation were more task-oriented and had a more positive perception of their physical self-concept (determined by external reasons), and were grouped in self-determined profiles. Those who do sport and physical activities outside school show more self-determined motivation, more task orientation and more sport competence and physical fitness. The boys demonstrate more perception of their sport competence and their physical fitness, and they are more ego-oriented than the girls. The girls perceive more responsibility in the strategies their teacher uses in class to maintain discipline than the boys do.

To further investigate athletes’ goal orientations in relation to their use of psychological skills, the present study examined the following objectives: 1) the goal orientations of young Swedish soccer players, (2) their use of psychological skills in both practice and competition and (3) the relationship between their goal orientations and use of psychological skills. Participants were 171 young soccer players from five Swedish high schools. The Perceptions of Success Questionnaire and the Test of Performance Strategies were administered to meet the objectives. Results showed no significant difference between athletes’ task (3.40 ± 1.32; M ± SD) and ego (3.32 ± 1.18) goal orientations. Results further revealed that athletes used more psychological skills in association with competition (3.21 ± .67) than in practice (2.74 ± .63). Moreover, results showed that athletes low in ego orientation used more psychological skills (3.83 ± .67) in practice than athletes high in ego (2.68 ± .60). A recommendation for coaches is to emphasize the importance of using PST in relation to practice in order to maximize athletes’ performances. Results have been discussed in relation to previous research of achievement motivation and athletes’ use of psychological skills.

This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo / achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo / perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo / use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo / mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo / adoption of achievement goals, use of learning strategies, and mathematics achievement.

No description available.

The aim of this work is to investigate, which behaviour at school is perceived by early adolescents (age average 14-16 years) as cheating, whether it is possible to classify this behaviour into specific types (factors) and whether these can be linked with individual student variables (sex, GPA, number of missed classes, student goal orientation, worry, self-efficacy, and achievement value), as well as with the contextual variables (parents goal orientation, teachers goal orientation, satisfaction with the school, neutralization, peer cheating behaviour, and cheating punishment). The obtained data were statistically evaluated (N = 401). Using exploratory factor analysis based on students self-reporting the frequency of the behaviour classified as cheating, two types of dishonest behaviour were extracted: cheating (copying, hinting) and falsification (forgery of signatures, absences). Two student factors, school approach (motivation) and to school avoidance (amotivation) orientation, and two context factors, teachers and parents goal orientation, were extracted as predictors of cheating. Results showed that neither parents nor cheating punishment had significant influence on cheating and falsification. The structural model confirmed that a positive relationship with teachers goal orientation and GPA had the highest influence on falsification. Student avoidance to school, student approach to school, and teachers goal orientation had the highest influence on cheating. Cheating and falsification were well correlated. The values of regression coefficients remained similar after removing the parent factor from the model. The structural equation model explaining the relationship of latent endogenous cheating and falsification variables with the three latent exogenous variables (avoidance to school, approach to school and teachers goal orientation) and the three manifest variables (sex, GPA and peer cheating behaviour), fitted the data well. The model explained 42% of cheating variance and 39% of falsification variance

The aim of this study was to assess differences in goal orientation between athletes practicing two different sports. These sports differ structurally in how they are performed and in regard to factors influencing goal orientation. The achievement goal theory (AGT) states that individuals’ motivational orientation is made up of two aspects, task oriented motivation and ego oriented motivation. These two goal orientations are independent of one another and are affected by several factors. The effect on goal orientation by factors influenced by coaches, parents and peers is well documented. The two hypotheses were that climbers would be more task-oriented than squash players and secondly that squash players would be more ego-oriented than climbers. The study was conducted as a quasi-experimental between group comparison. 81 sport practitioners, 43 rock climbers and 38 squash players, took the Task and Ego in Sport Questionnaire (TEOSQ) in connection with performing their sport. Independent t-tests of both sub scales showed a difference in ego-motivation between groups, but not in task-motivation. / Syftet med den här studien var fastställa skillnader i målorientering mellan idrottare som utför olika sporter. Dessa sporter skiljer sig strukturellt i utförande och i avseende av faktorer som påverkar målorientering. Målorienteringsteorin (AGT) säger att individers målorientering består av två aspekter, uppgiftsorienterad motivation och egoorienterad motivation. Dessa två orienteringar är oberoende av varandra och påverkas av flera olika faktorer. Effekten på målorientering av faktorer som påverkas av tränare, föräldrar och kamrater är väldokumenterad. Den första hypotesen var att klättrare är mer uppgifts-orienterade än vad squashspelare är och den andra att squashspelare är mer egoorienterade än vad klättrare är. Studien utfördes som en kvasiexperimentell mellangruppsjämförelse. 81 idrottare, 43 klättrare och 38 squashspelare fyllde i formuläret Task and Ego in Sport Questionnaire (TEOSQ) i samband med sin träning. Oberoende t-test visade en skillnad i ego-motivation, men inte i uppgifts-motivation mellan grupperna.

En este estudio se buscó identificar las relaciones que existen entre el clima motivacional y la orientación de meta en futbolistas mujeres de Lima Metropolitana. Además, se buscó comparar el clima y la orientación según la edad y la posición de las jugadoras. La muestra estuvo compuesta por 151 futbolistas mujeres, entre los 11 y 42 años, de diferentes equipos. Se usaron las versiones peruanas del Cuestionario del clima motivacional percibido en el deporte, para medir el clima motivacional y el Cuestionario de Orientación al Ego y a la Tarea en el deporte, para medir las orientaciones de meta. Entre los resultados se encontró una relación positiva moderada entre las dimensiones de clima tarea y orientación tarea (r= .41). Además, no existen diferencias significativas entre las variables según la edad o la posición de las jugadoras. / This study’s objective is to identify the relationships that exist between motivational climate and goal orientation in female football players from Metropolitan Lima. In addition, it was sought to compare the climate and orientation according to the age and position of the players. The sample consisted of 151 female football players, between 11 and 42 years old, from different teams. The Peruvian versions of the Perceived Motivational Climate Questionnaire in sport were used to measure the motivational climate and the Task and Ego Orientation in Sport Questionnaire, to measure goal orientations. Among the results, a moderate positive relationship was found between the dimensions of task climate and task orientation (r = .41). Furthermore, there are no significant differences between the variables according to the age or position of the players. / Tesis

Die Arbeit beschäftigt sich mit der Adaptive Performance (AP) von Individuen. AP wird definiert als ein Verhalten, mit dem auf eine veränderte Arbeitssituation reagiert wird und das funktional für die Erreichung der Unternehmensziele ist. Nach einer Auseinandersetzung mit der Definition und Dimensionalität von AP erfolgt eine Abgrenzung zu verwandten Forschungsgebieten (z.B. Flexibilität, Kreativität, Routinen). Weiter wird ein Überblick über bisherige Paradigmen und Erkenntnisse der AP-Forschung gegeben. Da bislang kein Instrument mit guter psychometrischer Qualität zur Messung von AP verfügbar ist, beschäftigt sich die erste Studie (N=216 Leistungsbeurteilungen durch Vorgesetzte) mit der Konstruktion und Validierung eines solchen Instrumentes. Hypothesenkonform lässt sich die zweidimensionale Unterteilung von sozialer und aufgabenorientierter AP bestätigen. In der zweiten Studie (N=225 Selbsteinschätzungen durch Mitarbeiter) werden Außenzusammenhänge von AP thematisiert. Dabei zeigt sich, dass sich AP sowohl von geforderter Arbeitleistung als auch von Persönlicher Initiative als proaktiv-innovativer Arbeitsleistung abgrenzen lässt. Weiter ergeben sich positive Zusammenhänge mit Arbeitszufriedenheit und Lernzielorientierung sowie negative Zusammenhänge mit Veränderungsresistenz und Vermeidungs-Leistungszielorientierung. In der dritten Studie (N=70 Studierende) kommt mit dem Task-Change Paradigma ein experimentelles Design zur Untersuchung der AP zum Einsatz. Die Ergebnisse zeigen einen Haupteffekt kognitiver Fähigkeiten auf AP sowie eine Interaktion von Zielorientierung und kognitiven Fähigkeiten: Bei hohen kognitiven Fähigkeiten ist Lernzielorientierung leistungsförderlich, bei geringen kognitiven Fähigkeiten ist Lernzielorientierung hingegen hinderlich. Abschließend werden die Ergebnisse sowie die verwendeten Methoden der Arbeit kritisch diskutiert. Dabei werden zukünftige Forschungsfelder sowie praktische Implikationen angesprochen.

La presente investigación relaciona el perfeccionismo y la orientación de meta en jóvenes estudiantes de colegios privados peruanos de nivel secundario. Participaron 200 adolescentes, segmentados en grupos de 100 hombres y 100 mujeres, de edades entre 12 y 18 años; los instrumentos utilizados fueron la Escala Multidimensional de Perfeccionismo (Franco, Mancilla-Díaz, Álvarez, Vásquez y López, 2010) y la Encuesta de Patrones Adaptativos para el Aprendizaje (Matos, 2005), además de una ficha-sociodemográfica. El análisis psicométrico de muestran evidencias de validez y confiabilidad de ambos instrumentos; los resultados de las medidas conducen a establecer una correlación parcial entre el perfeccionismo y la orientación de meta, puesto que solo algunas de las dimensiones se correlacionan positivamente. / The present research seeks to investigate the relationship between perfectionism and goal orientation in adolescent students from Peruvian private schools. 200 subjects participated, 100 women and 100 men, aged between 12 and 18 years. They were used instruments like the Perfectionism Scale (Franco, Mancilla-Díaz, Álvarez, Vásquez y López, 2010), the Patterns of Adaptive Learning Survey and socio-demographic questionnaire (Matos, 2005). The psychometric analysis of the instruments show evidence of validity and reliability of both instruments; The results of the measures lead to a partial correlation between perfectionism and goal orientation, since only some of the dimensions are positively correlated. / Tesis

No description available.