Predicción del compromiso en Educación Física desde la teoría de la autodeterminación: análisis de invarianza según el nivel de actividad física (Prediction of engagement in physical education through self-determination theory: Invariance across different physical activity levels)

Javier Coterón; Evelia Franco; Alberto Almena

doi:10.12800/ccd.v15i46.1599

Autores/as

Javier Coterón
Evelia Franco
Alberto Almena

DOI:

https://doi.org/10.12800/ccd.v15i46.1599

Palabras clave:

compromiso comportamental, motivación, educación física, necesidades psicológicas básicas (behavioral engagement, motivation, physical education, basic psychological needs)

Resumen

El objetivo principal de este trabajo fue testar un modelo predictivo del compromiso comportamental en educación física (EF) desde los postulados de la teoría de la autodeterminación (necesidades psicológicas básicas  motivación intrínseca  compromiso comportamental) y analizar la estabilidad de dicho modelo en función del nivel de práctica de actividad física (AF). Una muestra de 468 estudiantes de educación física (EF) de entre 12 y 16 años respondieron diferentes cuestionarios validados. La secuencia de relaciones hipotetizada se testó a través de un modelo de ecuaciones estructurales. Los índices de ajuste indicaron que dicho modelo resultó adecuado para predecir el compromiso (χ2 [112] = 310.65, p < .001, χ2 /df = 2.77, CFI = .94, TLI =.92, RMSEA = .06, SRMR = .06). Todas las relaciones hipotetizadas resultaron significativas a excepción de la satisfacción de la necesidad de relación sobre la motivación intrínseca (p >.05). Los hallazgos del análisis de invarianza señalaron que la satisfacción de competencia cobró más importancia entre los adolescentes con mayor nivel de AF, siendo la satisfacción de autonomía más relevante en los estudiantes de nivel bajo de AF. Los resultados sugieren que las estrategias utilizadas para favorecer el compromiso en las clases de EF deberían adaptarse a los alumnos en función de la práctica de AF que realicen.

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This study aimed to test a predictive model for behavioral engagement in physical education (PE) in the light of self-determination postulates (basic psychological needs  intrinsic motivation  behavioral engagement) as well as to analyze the invariance of this model according to physical activity (PA) levels. A sample of 468 12-16 physical education (PE) students completed different validated instruments. The hypothesized sequence was tested through a structural equation model. Fitting indices revealed that the model was suitable to predict engagement (χ2 [112] = 310.65, p < .001, χ2 /df = 2.77, CFI = .94, TLI =.92, RMSEA = .06, SRMR = .06). All the hypothesized relationships were significant except for the association between relatedness and intrinsic motivation (p>.05). Findings from the invariance analyses indicated that competence became more important among adolescents showing higher levels in autonomous motivation and PA while autonomy became more relevant among students showing lower levels in autonomous motivation and PA. Results thus suggest that strategies used to facilitate engagement in PE classes should be adapted to students according to the PA they usually perform.

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