Oportunidad para aprender del feedback correctivo, necesidades psicológicas y afectos positivos en alumnos de educación física
DOI:
https://doi.org/10.29105/rcefod.v18i2.95Keywords:
physical education, psychological needs, well-being, corrective feedbackAbstract
The following objective was proposed, based on the principles of SDT theory (Deci & Ryan, 2002; Ryan & Deci, 2017): the interrelationships between the opportunity to learn from teacher feedback, the basic psychological needs, and positive emotions of elementary-level students in physical education class. The sample consisted of 448 students, aged between 10 and 13 years (M = 10.58; SD = 0.54), 207 males [M = 10.55 years; SD = 0.57] and 241 females [M = 10.60; SD = 0.51], from sixth grade in Monterrey, Mexico. They had classes twice a week (M = 1.68; SD = 0.47) with a duration of 40 minutes. The results of structural equation analyses indicated that the opportunity to learn turned out to be a significant and positive predictor of basic psychological needs satisfaction (β1 = .53, p < .001), and these, in turn, were positively and significantly related to positive emotions (β2 = .54, p < .001). In conclusion, the opportunity to learn from corrective feedback significantly influences the satisfaction of basic psychological needs and positive emotions in physical education students who participated in this study. These findings suggest that the way the teacher provides corrective feedback can ensure that their students perceive it as an opportunity to learn and improve their performance during practice.
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Copyright (c) 2023 Diana Magdalena Vargas Batres, Esqueda-Valerio Eric, Vergar-Torres Argenis P. , José Tristán, Jeanette López Walle, Juan de Dios Ovalle Hernández
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