Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students
Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psycholog...
| Main Authors: | , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/7373 |
| _version_ | 1789406518387408896 |
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| author | Granero Gallegos, Antonio Ruiz Montero, Pedro Jesús Baena Extremera, Antonio Ruiz Montero, Pedro Jesús |
| author_facet | Granero Gallegos, Antonio Ruiz Montero, Pedro Jesús Baena Extremera, Antonio Ruiz Montero, Pedro Jesús |
| author_sort | Granero Gallegos, Antonio |
| collection | DSpace |
| description | Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-7373 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-73732023-04-12T19:13:24Z Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students Granero Gallegos, Antonio Ruiz Montero, Pedro Jesús Baena Extremera, Antonio Ruiz Montero, Pedro Jesús misbehaviours adolescent teaching secondary school multilevel regression models Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation. 2020-01-16T11:08:56Z 2020-01-16T11:08:56Z 2019-12-01 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/7373 en https://www.mdpi.com/1660-4601/16/23/4828 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | misbehaviours adolescent teaching secondary school multilevel regression models Granero Gallegos, Antonio Ruiz Montero, Pedro Jesús Baena Extremera, Antonio Ruiz Montero, Pedro Jesús Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title | Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title_full | Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title_fullStr | Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title_full_unstemmed | Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title_short | Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students |
| title_sort | effects of motivation, basic psychological needs, and teaching competence on disruptive behaviours in secondary school physical education students |
| topic | misbehaviours adolescent teaching secondary school multilevel regression models |
| url | http://hdl.handle.net/10835/7373 |
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