Competencia percibida (tridimensional), regulaciones
motivacionales y autoeficacia en educación física

Perceived competence (three-dimensional), motivational regulations and self-efficacy in physical education

Antonio Méndez-Giménez , José Antonio Cecchini-Estrada , Pablo Rodríguez-González
Revista Latinoamericana de Psicología, (2020), 52, pp. 51-62.
Recibido 31 de enero de 2020
Aceptado 18 de mayo de 2020

doi: https://doi.org/10.14349/rlp.2020.v52.6

Resumen

Pese a la evolución del marco de metas de logro 3 × 2, la investigación sobre los tres referentes de competencia y su relación con variables motivacionales en estudiantes de educación primaria es inexistente. Los objetivos de la investigación fueron dos: (a) examinar la validez estructural del Cuestionario Tridimensional de Competencia Percibida en Educación Física, y (b) analizar los patrones predictivos de las dimensiones de competencia sobre las regulaciones motivacionales y la autoeficacia en el aprendizaje. Participaron 502 estudiantes (242 chicas) de 4.º y 5.º de educación primaria de 11 colegios del norte de España. Los resultados del CFA (análisis factorial confirmatorio), así como de otros modelos (ESEM, CFA-bifactor y ESEM-bifactor) apoyaron el modelo hipotético (tridimensional). Los parámetros del modelo testado se mantuvieron invariantes a través del sexo. La validez y consistencia interna fueron satisfactorias. Los análisis de regresión mostraron patrones predictivos de competencia-yo y competencia-tarea más adaptativos que los de competencia-otro. Los resultados respaldan los postulados del modelo tridimensional de metas de logro y sugieren la diferenciación de tres estándares de competencia desde primaria. Se deberían enfatizar referentes intrapersonales y absolutos, y priorizar el desarrollo de la competencia-yo.

Palabras clave
Competencia, metas de logro, autodeterminación

Abstract

Despite the evolution of the 3 × 2 achievement goal framework, research on three references of competence and its relationship with motivational variables in primary school students is non-existent. The objectives of this research were two: (a) to examine the structural validity of the Questionnaire of Three-dimensional Perceived Competence in Physical Education, and (b) to analyze the predictive patterns of the dimensions of competence on motivational regulations and self-efficacy in learning. A sample of 502 (242 girls) 4th and 5th primary students from 11 schools in northern Spain participated. The results of the CFA, as well as other models (ESEM, CFA-bifactor and ESEM-bifactor) supported the hypothetical model (three-dimensional). The parameters of the tested model were kept invariant through sex. The validity and internal consistency were satisfactory. Regression analysis showed predictive patterns of self-competence and task-competence more adaptive than those of other-competence. The results support the postulates of a three-dimensional achievement goal model and suggest the differentiation of three competence standards from primary education. Intrapersonal and absolute referents should be emphasized, and prioritize the development of self-competence.

Keywords
Competence, achievement goals, selfdetermination

Artículo Completo
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