3. Producción
Browse
23 results
Search Results
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Propiedades psicométricas del Cuestionario de Comportamientos Interpersonales en el Deporte en deportistas universitarios de Lima(Peruvian University of Applied Sciences, 2020-11-04)Introducción: Este cuestionario evalúa la percepción de los comportamientos interpersonales de apoyo u obstaculización de las necesidades psicológicas básicas de los deportistas (autonomía, competencia, relación) por parte de sus entrenadores(as), según la Teoría de la Autodeterminación. Objetivo: Determinar las propiedades psicométricas del Cuestionario de Comportamientos Interpersonales en el Deporte (IBQD) adaptado al Perú. Método: Participaron en el estudio 228 deportistas universitarios (Medad = 21.24; DE = 2.39) de ambos sexos. Resultados: los análisis factoriales confirmatorios mostraron que un modelo de seis factores obtuvo buenos índices de ajuste y una adecuada confiabilidad. Los análisis correlacionales con las variables: satisfacción con la vida, afecto positivo y negativo, satisfacción y frustración de necesidades psicológicas básicas, y burnout mostraron evidencias de validez convergente y discriminante satisfactorias. Discusión: el IBQD puede ser utilizado en el contexto deportivo universitario peruano para evaluar la percepción de los comportamientos interpersonales que muestran sus entrenadores(as). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The effect of mastery goal-complexes on mathematics grades and engagement: the case of low-SES Peruvian students(Elsevier, 2021-10-20)Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Context matters: teaching styles and basic psychological needs predicting flourishing and perfectionism in university music students(Frontiers Media S.A., 2021-03-02)Professional musicians are expected to perform at a very high level of proficiency. Many times, this high standard is associated with perfectionism, which has been shown to prompt both adaptive and maladaptive motivational dynamics and outcomes among music students. The question about how perfectionism interplays with motivational dynamics in music students is still unanswered and research within this line is scarce, especially in Latin America. In the light of Self-Determination Theory (SDT), this cross-sectional study investigated the relationship between the perceptions of motivational context (teachers' motivating styles: autonomy supportive or controlling), basic psychological needs (satisfaction/frustration), perfectionism (adaptive/maladaptive), and flourishing in University music students from Lima, Peru (N = 149; mean age = 20.68, SD = 3.03; 71% men). We performed a path analysis testing a model in which motivational teaching styles predicted both, perfectionism and flourishing via need satisfaction and frustration. The model's fit indices were ideal [χ2 (7, N = 143) = 7.48, p = 0.300, CFI = 0.998, TLI = 0.992, RMSEA = 0.021, SRMR =0.040]. In this model, perceived autonomy supportive style predicted need satisfaction positively and need frustration negatively; perceived controlling teaching style did not predict need satisfaction nor frustration. In turn, need satisfaction positively predicted adaptive perfectionism (i.e., high standards) and flourishing; whereas, need frustration predicted maladaptive perfectionism (i.e., discrepancy). These results shed light on the relevance of perfectionism in the psychology of higher music education students. Lastly, we highlight the importance of autonomy support in fostering adaptive high standards and flourishing in music learning. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Professors’ motivational styles, future orientation, and engagement: a qualitative study in professor–student dyads in the school of music(SAGE Publishing, 2022-11-28)Self-determination and future orientation theories confirm a relationship between motivational context, hopes/fears, and positive/negative outcomes. This study’s aims are threefold: to provide a qualitative inquiry into earlier quantitative findings; to probe whether music professors’ self-perceived motivational styles (autonomy-supportive or controlling) are consistent with their students’ perceptions; and to analyze the relationship between students’ perception of professors’ motivational styles, their hopes/fears (as a cognitive representation of Future Orientation), and engagement concerning their career. Seven dyads from a Peruvian university’s music program participated in the study. Qualitative studies in Peruvian music schools are scarce. An interview was used for data collection, and Atlas.ti 7.5.4. software was employed for analysis. Professors reported their motivational style mostly as autonomy-supportive, but not every student confirmed this self-perception. Some professors are perceived as controlling, and in some instances, the professor’s self-perception corroborates this description. Students’ hopes were generally related to music engagement. A clear relationship between students’ perception of their professor’s autonomy support, their hopes, and music engagement was found. In one dyad, the perception of a controlling motivational style was found to be associated with fears and with a lack of engagement. These findings confirm previous reports from quantitative studies. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The type of motivation does matter for university preparation(Pontificia Universidade Catolica de Campinas, 2022-01-01)Using Self-Determination Theory, the relationship between motivation (autonomous and controlled), academic self-efficacy, test anxiety, life satisfaction and academic achievement was studied in a group of pre-university students from Lima-Peru. A total of 252 students of both sexes with ages between 16 and 30 years (Mage = 17.69) were assessed. Correlational analyses showed the expected relationships among the studied variables. The path analysis performed gave evidence of the fulfillment of the hypotheses proposed for this study since academic self-efficacy mediated the relationship between autonomous motivation and academic achievement and life satisfaction; also test anxiety mediated the relationship between controlled motivation and academic achievement and life satisfaction. The implications of these empirical findings are discussed in relation to pre-university education in Peru. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Evidence of validity and reliability of the controlling motivational style questionnaire in the work context(Elsevier Ltd, 2024-02-15)According to the self-determination theory (SDT), leaders may adopt a controlling motivational controlling style (CMS) that forces employees to think, feel, or behave in a certain way to promote employee motivation. However, a scale has yet to be developed to measure CMS in the work environment. Usually, researchers use questionnaires adapted to different contexts or designed for another motivational style. However, whether these questionnaires capture the behaviors that represent CMS in the work context is little known. This research aimed to elaborate on and analyze the validity and reliability of the questionnaire on Controlling Motivational Style at Work (CMS-W). The study was based on a literature review of the types of controlling behaviors and a review of questionnaires used by SDT researchers who assessed the controlling motivational style in different contexts. A Peruvian sample of 1100 public sector employees participated. The results show that the short and encompassing CMS-W-11 has a one-dimensional structure with good fit indices: Robust RMSEA = 0.071 with 90 % CI from 0.064 to 0.078; Robust CFI = 0.975; Robust TLI = 0.969; SRMR = 0.025 and good reliability coefficients: Ω = 0.930 and AVE 0.630. Furthermore, it shows convergent validity with controlled motivation (r = 0.260, p < .001) and discriminant validity with autonomous motivation (r = −0.270, p < .001). Moreover, the invariance of the gender category was tested. The fit indices were adequate, and the comparative results between the models were also satisfactory. In addition, the behaviors of the CMS in a work context are conditional negative regard, judging and devaluing, control through objectives, intimidation, and intrusive authority. Therefore, labor organizations will have the CMS-W validated and tested in a work context to evaluate the CMS of leaders and study how it related to the motivation of human capital and organizational objectives. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Teaching Around the Globe(Oxford University Press, 2023-07-18)Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The first is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching efficacy. In the second part, the authors invite educators from 19 different countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers’ work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Emotion Crafting: Individuals as Agents of Their Positive Emotional Experiences(Springer, 2023-10-01)The literature on emotion regulation (ER) is vast and insightful, but little is known about the proactive regulation of positive emotions. Herein we coin the term emotion crafting (EC), which is defined as proactively aiming to strengthen one’s positive emotions through two sequential components: being aware of what can make one feel good (i.e., awareness component) and proactively engaging in behaviors to initiate, maintain, or increase positive emotions (i.e., action component). We present a self-report measure of EC [i.e., the Emotion Crafting Scale (ECS)] and provide details on its discriminant and concurrent validity. Data were collected among a sample of 326 Norwegian adults (49.7% female; Mage = 42.90 years, SD = 14.76) who were representative in terms of age (between 18 and 70), gender, and geographical location within Norway. Results yielded evidence for a 2-factor structure consisting of the components Awareness and Action, which related in an expected way to other measures of ER. Subsequent structural equation modeling showed that the awareness component related positively to indicators of well-being and negatively to internalizing symptoms via higher levels of EC action and positive affect, even after controlling for other measures of ER. These promising findings not only support favorable reliability and validity of the ECS, but also underscore the importance of examining proactive regulation of positive emotions as a potential predictor of mental health. Future research is needed to examine the etiological role of EC in individuals’ psychological functioning.
- «
- 1 (current)
- 2
- 3
- »