Intra-individual changes in 3×2 achievement goals, friendship goals, motivational regulations and consequences in physical education

Cambios intraindividuales en las metas de logro 3×2, metas de amistad, regulaciones motivacionales y consecuencias en educación física

José-Antonio Cecchini , Antonio Méndez-Giménez , Cristina García-Romero
Revista Latinoamericana de Psicología, (2021), 53, pp. 180-189.
Received 18 May 2021
Accepted 4 October 2021

https://doi.org/10.14349/rlp.2021.v53.20

Resumen

Introducción: Este artículo examina el cambio intraindividual de las metas de logro 3×2 en las clases de educación física durante un semestre, así como la relación de estos cambios con los producidos en otras variables motivacionales y de resultado. Método: Un total de 334 (178 varones y 156 mujeres) estudiantes de educación secundaria (M = 13.12, DT = 1.05) completaron un cuestionario en dos cursos escolares diferentes. Resultados: Los resultados de la aplicación del modelado del verdadero cambio intraindividual (TIC) proporcionaron un claro apoyo a la separación de las metas basadas en la tarea y en el yo, así como a las estructuras basadas en ambas valencias de aproximación y evitación. También mostraron patrones de cambio intraindividual diferentes en las metas de logro 3×2 que parecen indicar una progresión en la estabilidad de las metas en función de su definición. Se observa que la variabilidad intraindividual en las metas de logro está directamente relacionada con la variabilidad intraindividual en otras variables dependientes, siendo el TIC de las metas de aproximación-tarea el más adaptativo. Conclusiones: Se reafirman los beneficios de promover las metas de aproximación-tarea por encima del resto.

Palabras clave:
Metas de logro, metas sociales, motivación, cambio intraindividual, satisfacción con la vida, educación física

Abstract

Introduction: This research examines intraindividual changes in 3×2 achievement goals in physical education classes during one semester, as well as the relationship of these changes with those in other motivational and outcome variables. Method: A total of 334 (178 boys and 156 girls) high school students (M = 13.12, SD = 1.05) completed five questionnaires in two different school years. Results: The results of the true intraindividual change model (TIC) provided unequivocal support for the separation of task-based and self-based goals, as well as the structures based on both valences of approach and avoidance. They also showed different intraindividual change patterns in the 3×2 achievement goals, indicating a progression in the stability of the goals depending on their definition. Intraindividual variability in achievement goals is directly related to intraindividual variability in dependent variables, with the task-approach goals TIC being the most adaptive. Conclusions: These goals should be prioritized.

Keywords:
Achievement goals, social goals, motivation, intraindividual change, satisfaction with life, physical education

Artículo Completo
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