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Author: search.filters.author.Lennia MatosSubject: search.filters.subject.Psychology

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    Internalization of mastery goals: the differential effect of teachers’ autonomy support and control
    (Frontiers Media S.A., 2021-02-05)
    Two linked studies explored whether students’ perceptions differentiate between teachers’ autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students’ internalization of mastery goals and their behavioral engagement. In two phases, Study 1 (N = 317) sought to validate a new instrument assessing students’ perceptions of teachers’ autonomy support and control when presenting mastery goals. Study 2 (N = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers’ autonomy support for mastery goals were related to students’ mastery goals’ endorsement and behavioral engagement. These relations were mediated by students’ autonomous reasons to pursue learning activities. Perceptions of teachers’ control predicted disengagement through controlled reasons for learning, but only at the within-classroom level. This research joins a growing body of work demonstrating that combining achievement goal theory with SDT can further our understanding of the underpinnings of achievement motivation. It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones.
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    Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
    (Elsevier Ltd, 2022-10-01)
    School leaders adopt a chaotic style when they abdicate their responsibilities by being unavailable, passive, unpredictable and permissive. Surprisingly, this dark side of leaders’ style has been largely ignored in contemporary research. In a sample of 205 teachers, this cross-sectional study revealed that, an autonomy-supportive style positively related to job satisfaction via need satisfaction, while a chaotic style positively related to emotional exhaustion via need frustration. Latent profile analyses revealed four profiles: highly autonomy-supportive (35%), moderate on both styles (41%), moderately chaotic (18%), and highly chaotic (6%). A group that was low on both styles was not found.
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    Estilo motivacional, necesidades psicologicas basicas, tipos de motivacion, vitalidad y agotamiento en deportistas escolares
    (2025-02-04)
    La práctica deportiva a nivel competitivo en jóvenes escolares puede ser un factor positivo para el desarrollo, pero también puede resultar una experiencia de presión y estrés para el deportista. Apoyar al deportista desde edades tempranas es sumamente importante para lograr una motivación óptima. Por ello, basado en la teoría de la autodeterminación (TAD), el presente estudio investigó la relación entre el estilo motivacional del entrenador (apoyo a la autonomía, control), la satisfacción y frustración de las necesidades psicológicas básicas (NPB), la motivación del deportista (autónoma, controlada), la vitalidad subjetiva y el agotamiento físico y emocional. Se hipotetizó la presencia de un lado claro (adaptativo) y un lado oscuro (maladaptativo) de la motivación. Se aplicaron cuestionarios a una muestra de 118 deportistas en edad escolar de Lima Metropolitana y el modelo hipotético basado en la TAD fue inspeccionado mediante el análisis de senderos. Se encontró que, a mayor apoyo a la autonomía percibida por parte de los deportistas con respecto a sus entrenadores, existía una mayor satisfacción de las NPB, lo que —a su vez— se relacionó con una mayor motivación autónoma y con una mayor vitalidad subjetiva. Por el contrario, a mayor control por parte del entrenador, hubo mayor frustración de las NPB, así como una mayor motivación controlada y una menor vitalidad. Se discuten aspectos de la práctica deportiva importantes para deportistas en edad escolar de acuerdo con la TAD.
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