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.
Downloads
References
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238. http://dx.doi.org/10.1037/0033-2909.107.2.238 DOI: https://doi.org/10.1037/0033-2909.107.2.238
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. http://dx.doi.org/10.1037/0033-2909.88.3.588 DOI: https://doi.org/10.1037/0033-2909.88.3.588
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions.
Balaguer, I., González, L., Fabra, P., Castillo, I., Mercé, J., & Duda, J. L. (2012). Coaches' interpersonal style, basic psychological needs and the well- and ill- being of young soccer players: A longitudinal analysis. Journal of Sports Sciences, 30(15), 1619-1629. DOI: https://doi.org/10.1080/02640414.2012.731517
Carmines, E. G., & McIver, J. P. (1981). Analyzing Models with Unobserved Variables: Analysis of Covariance Structures. In G. W. Bohrnstedt, & E. F. Borgatta (Eds.), Social Measurement: Current Issues (pp. 65-115). Beverly Hills: Sage Publications, Inc. https://doi.org/10.117/0049124183011003003
Cantú-Berrueto, A., Castillo, I., López-Walle, J., Tristán, J., & Balaguer, I. (2016). Estilo interpersonal del entrenador, necesidades psicológicas básicas y motivación: un estudio en futbolistas universitarios mexicanos. Revista Iberoamericana de Psicología del ejercicio y el deporte, 11(2), 263-270.
Carpentier, J., & Mageau, GA (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435. DOI: https://doi.org/10.1016/j.psychsport.2013.01.003
Carpentier, J., & Mageau, G. A. (2016). Predicting sport experience during training: The role of change-oriented feedback in athletes’ motivation, self-confidence and needs satisfaction fluctuations. Journal of sport and exercise psychology, 38(1), 45-58. DOI: https://doi.org/10.1123/jsep.2015-0210
Cuevas, R., García-Calvo, T., González, J., & Fernández-Bustos, J. G. (2018). Necesidades psicológicas básicas, motivación y compromiso en educación física. Revista de Psicología del Deporte, 27, 97-104.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. DOI: https://doi.org/10.1016/0092-6566(85)90023-6
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: the self-determination theory perspective. Journal of personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x DOI: https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 431–441). University of Rochester Press.
Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18–33.
González, L., Castillo, I., García-Merita, M., & Balaguer, I. (2015). Apoyo a la autonomía, satisfacción de las necesidades psicológicas y bienestar: Invarianza de un modelo estructural en futbolistas y bailarines. Revista de Psicología del Deporte, 24(1), 121-129.
Haerens, L., Aelterman, N., van den Berghe, L., de Meyer, J., Soemens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ needsupportive interactions in classroom setting. Journal of Sport & Exercise Psychology, 35, 3–17. DOI: https://doi.org/10.1123/jsep.35.1.3
Hein, V., & Koka, A., (2007). Perceived feedback and motivation in physical education and physical activity. En M. S. Hagger y N. L. D. Chatzisarantis (Eds.), Intrinsic Motivation and Self-Determination in Exercise and Sport (pp. 127-140). Champaign, Il: Human Kinetics. DOI: https://doi.org/10.5040/9781718206632.ch-008
Hu, L., & Bentler, P. M. (1995). Evaluating model fit. En R. H. Hoyle (Ed.), Structural equation modeling: Issues, concepts, and applications (pp. 76–99). Sage.
Kim, J. H. (2004). Issues of corrective feedback in second language acquisition. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 4(2), 1–24. https://doi.org/10.7916/D8BR8RPT
Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178–189. https://doi.org/10.1016/j.psychsport.2015.08.001 DOI: https://doi.org/10.1016/j.psychsport.2015.08.001
Ríos Escobedo, R. M. (2015). Feedback, percepción legítima, necesidades psicológicas básicas y vitalidad subjetiva en futbolistas estudiantes de las preparatorias de la UANL. [Tesis doctoral] Universidad Autónoma de Nuevo León.
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. DOI: https://doi.org/10.1521/978.14625/28806
Loewenthal, K. M. (1996). An introduction to psychological tests and scales. UCL Press Limited.
Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: a motivational model. Journal of sports sciences, 21(11), 883–904. https://doi.org/10.1080/0264041031000140374 DOI: https://doi.org/10.1080/0264041031000140374
Mouratidis, A., Vansteenkiste, M., & Lens, W. (2008). The Motivating Role of Positive Feedback in Sport and The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model. Journal of Sport & Exercise Psychology, 30, 240–268. https://doi.org/10.1123/jsep.30.2.240 DOI: https://doi.org/10.1123/jsep.30.2.240
Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way. Journal of sport & exercise psychology, 32(5), 619–637. https://doi.org/10.1123/jsep.32.5.619 DOI: https://doi.org/10.1123/jsep.32.5.619
Muthén, B., & Kaplan D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38(2), 171–189. https://doi.org/10.1111/j.2044-8317.1985.tb00832.x DOI: https://doi.org/10.1111/j.2044-8317.1985.tb00832.x
Muthén, B., & Kaplan D. (1992). A comparison of some methodologies for the factor analysis of non-normal Likert variables: A note on the size of the model. British Journal of Mathematical and Statistical Psychology, 45(1), 19–30. https://doi.org/10.1111/j.2044-8317.1992.tb00975.x DOI: https://doi.org/10.1111/j.2044-8317.1992.tb00975.x
Peterson, R. A. (1994). A meta-analysis of Cronbach’s coefficient alpha. Journal of Consumer Research, 21(2), 381–391. https://doi.org/10.1086/209405 DOI: https://doi.org/10.1086/209405
Steigner, J. H., & Lind, J. C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society. Iowa City, IA. Recuperado de: http://www.statpower.net/
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795 DOI: https://doi.org/10.3102/0034654307313795
Tristán, J., López-Walle, J., Cantu, A., Zamarripa, J., & Sanchez, A. (2013). Perception of Athletes on the Amount of Corrective Feedback and the Coach Controlling Style. [Presentación de cartel] 13th World Congress of Sport Psychology. Beijing, China.
Tristán, J., Barbosa-Luna, AE, González-Gallegos, AG, Tomás, I. y López-Walle, J. (2017). Comunicar la retroalimentación correctiva como necesidades psicológicas básicas y legítimas y el bienestar de los jugadores de fútbol: un análisis longitudinal, [Presentación de cartel] Sociedad Norteamericana para la Psicología del Deporte y la Actividad Física, San Diego, Estados Unidos de América.
Tristán, J., López-Walle, J., Paz, J., Fernández, R., & Tomás, I. (2018). Cómo comunicar la presentación de las tareas y el feedback correctivo de forma eficaz. En O. Ceballos-Gurrola, J. L. Tristán, B. R. Rangel-Colmenero, R. E. Medina-Rodríguez, R. M. Cruz-Castruita and J. M. López-Walle (Eds.), Actividad física y deporte (pp. 22-28). INDE.
Tristán, J., Ríos-Escobedo, R. M., López-Walle, J. M., Zamarripa, J., Narváez, M. A., & Alvarez, O. (2021). Coaches’ corrective feedback, psychological needs, and subjective vitality in Mexican soccer players. Frontiers in Psychology, 11, 631586. https://doi.org/10.3389/fpsyg.2020.631586 DOI: https://doi.org/10.3389/fpsyg.2020.631586
Vergara-Torres, A. P., Tristán, J., López-Walle, J., González-Gallegos, A., Pappous, A., & Tomás, I. (2020). Students’ Perceptions of Teachers’ Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach. Frontiers in Psychology, 11, 558954. https://doi.org 10.3389/fpsyg.2020.558954 DOI: https://doi.org/10.3389/fpsyg.2020.558954
Vergara-Torres, A. P., Tristán, J., López-Walle, J., González-Gallegos, A., Pappous, A., & Tomás, I. (2021). Quality of the physical education teacher’s instruction in the perspective of self- determination. Frontiers in Psychology, 12, 708441. https://doi.org/10.3389/fpsyg.2021.708441 DOI: https://doi.org/10.3389/fpsyg.2021.749678
Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education (8)28, 1107–1115. https://doi.org/10.1016/j.tate.2012.06.006 DOI: https://doi.org/10.1016/j.tate.2012.06.006
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063–1070. https://doi.org/10.1037//0022-3514.54.6.1063 DOI: https://doi.org/10.1037/0022-3514.54.6.1063
Wheaton, D. E., Muthén, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8, 84–136. https://doi.org/10.2307/270754 DOI: https://doi.org/10.2307/270754
Zamarripa, J., Rodríguez-Medellín, R., Pérez-Garcia, J. A., Otero-Saborido, F., & Delgado, M. (2020). Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education. DOI: https://doi.org/10.1037/t84311-000
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Diana Magdalena Vargas Batres, Esqueda-Valerio Eric, Vergar-Torres Argenis P. , José Tristán, Jeanette López Walle, Juan de Dios Ovalle Hernández
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
