| Título |
Compromiso y motivación en los alumnos de educación fisica. ¿Es importante el burnout del profesor? |
| Autores |
FRANCO ÁLVAREZ, EVELIA, Gonzalez-Peno A. , Coteron J. |
| Publicación externa |
Si |
| Medio |
REVISTA DE PSICOLOGIA DEL DEPORTE |
| Alcance |
Article |
| Naturaleza |
Científica |
| Cuartil JCR |
4 |
| Cuartil SJR |
3 |
| Impacto JCR |
1.172 |
| Impacto SJR |
0.405 |
| Fecha de publicacion |
01/01/2020 |
| Abstract |
Physical Education (PE) context has been pointed out as an ideal setting to foster an active lifestyle and to promote students\' engagement in PE classes has become a key aspect. However, literature is scarce in studies aiming to investigate teachers\' antecedents underlying the development of adaptive contexts. The aim of this study is to analyze whether teachers\' burnout could be associated with their students\' basic psychological needs satisfaction, intrinsic motivation and behavioral engagement. For this purpose, we studied 2156 adolescents (1082 females, 1074 males) and 90 PE teachers (35 female, 55 male) and used as instruments several validated questionnaires. Findings suggest that both motivational and behavioral outcomes among students will differ according to burnout levels experienced by their teachers. Results are discussed in terms of the processes mediating the relationship between teachers\' well-being and students\' perceptions. Finally, some practical implications are presented. © 2020 Sociedad Revista de Psicologia del Deporte. All rights reserved. |
| Palabras clave |
Basic psychological needs; Latin-American; Self-determination theory; Teacher antecedents |
| Miembros de la Universidad Loyola |
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