Palabras clave
bilingual
outcomes
motivational strategies
students Conductas de enseñanza
bilingüe
consecuencias
estrategias motivacionales
alumnado
Cómo citar
Resumen
Objetivo: El presente estudio tuvo dos objetivos. El primero, examinar la relación entre las percepciones de los estudiantes sobre los distintos estilos motivacionales utilizados por sus docentes de Educación Física (EF) y las experiencias en las clases, el aprendizaje percibido y la intención de ser activo. El segundo, examinar las posibles diferencias entre las variables del estudio, en función del programa educativo al que pertenecen los estudiantes (i.e., bilingüe o no bilingüe).
Método: Es un estudio descriptivo transversal donde participaron 95 estudiantes de tercer y cuarto curso de Educación Secundaria (43 pertenecen al programa bilingüe).
Resultados: Los resultados mostraron una relación positiva de los estilos apoyo a la autonomía y estructura con las experiencias y el aprendizaje percibido en EF, mientras que el estilo caótico se relacionó negativamente con las experiencias. Los estudiantes del programa bilingüe percibieron que sus docentes utilizaban mayor apoyo a la autonomía y menos control, así como unas mejores experiencias en comparación del programa no bilingüe
Conclusiones: Se considera necesario crear programas formativos para docentes de EF que enseñen estrategias motivacionales que ayuden a fomentar estilos motivadores (i.e., apoyo autonomía y estructura) que aumenten el aprendizaje percibido, las experiencias y la intención de
ser activo de los estudiantes, especialmente en aquellos grupos no bilingües.
Citas
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2025 Javier García Cazorla, Fernández-Miguel, Villafaña-Samper, Mayo-Rota, Diloy-Peña, Abós