El papel moderador del género entre la motivación y la actitud hacia la educación física
DOI:
https://doi.org/10.17533/udea.efyd.355834Palabras clave:
desmotivación, género, educación física, escuelas secundarias, motivación autodeterminadaResumen
El objetivo de este estudio es examinar el papel moderador del género en la relación entre motivación y actitudes en las clases de Educación Física en la escuela secundaria. Para ello, se realizó un análisis de regresión jerárquica con los datos. El análisis reveló que el género tiene un efecto moderador en las relaciones entre la actitud y la regulación externa, y la desmotivación. En consecuencia, las relaciones entre la actitud y la regulación externa y la amotivación fueron más negativas para los hombres que para las mujeres. El estudio tiene varias implicaciones para investigadores, profesionales y profesores. En conclusión, para que los estudiantes varones desarrollen mejores actitudes hacia las clases de educación física, es necesario un entorno educativo que les ayude a adoptar formas de motivación más autodeterminadas.
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Derechos de autor 2024 Elif Nilay Ada, F. Zişan Kazak, Aristea Karamitrou, Fatma Çepikkurt, Nikos Comoutos
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