%0 Journal Article
%T Analysis of perceived motivational climate, basic psychological needs, self-determined motivation an discipline behaviors of young students in physical education classes An芍lisis de la percepci車n del clima motivacional, necesidades psicol車gicas b芍sicas, motivaci車n autodeterminada y conductas de disciplina de estudiantes adolescentes en las clases de educaci車n f赤sica
%A B. Moreno
%A R. Jim谷nez
%A A. Gil
%A M.I. Aspano
%J Motricidad : European Journal of Human Movement
%D 2011
%I Asociaci車n Espa?ola de Ciencias del Deporte
%X The purpose of the study was to analyze the relations between perception of a motivational climate, motivational mediators, self-determined motivation and discipline, as well as the motivational variables that predicted discipline and indiscipline. For it, Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ), Educative Motivation Scale (EME), Basic Psychological Needs Scale (BPNES) and Disciplined and Undisciplined behaviours in Physical Education Classes Inventory (ICDIEF) were given to 155 students of the second cycle of E.S.O and 1st course of Baccalaureate. The results showed that discipline related positively and significantly with perception of a task climate, intrinsic and extrinsic motivation and negatively and significantly with amotivation. On the other hand, discipline was predicted positively by task climate, and indiscipline positively by amotivation, ego climate and competence mediator, and negatively by autonomy mediator. Therefore it should be principally fomented a task-involving climate in physical education classes, avoiding that students fell in amotivation, favoring the basic psychological needs＊ satisfaction and, as a result, the most self-determined motivational shapes. Key Words: achievement goals, self-determination, psychological mediators, discipline, young students El objetivo del estudio fue analizar las relaciones entre la percepci車n del clima motivacional,  los mediadores psicol車gicos, la motivaci車n autodeterminada y la disciplina, as赤 como qu谷 variables motivacionales predec赤an la disciplina e indisciplina. Para ello, se pasaron el Cuestionario de orientaci車n al aprendizaje y al rendimiento en las clases de educaci車n f赤sica (LAPOPECQ), la Escala de Motivaci車n Educativa (EME), la Escala de medici車n de las Necesidades Psicol車gicas B芍sicas (BPNES) y el Inventario de conductas de Disciplina-Indisciplina en educaci車n f赤sica (ICDIEF) a 155 estudiantes de segundo ciclo de la E.S.O y 1o de Bachillerato. Los resultados mostraron que la disciplina se relacionaba positiva y significativamente con el clima tarea, la motivaci車n intr赤nseca y extr赤nseca, y negativa y significativamente con la desmotivaci車n. Por otro lado, la disciplina fue predicha positivamente por el clima tarea, y la indisciplina positivamente por la desmotivaci車n, el clima ego y el mediador competencia, y negativamente por el mediador autonom赤a. Por consiguiente, se deber赤a fomentar fundamentalmente un clima motivacional que implique a la  tarea en las clases de educaci車n f赤sica, evitando que los estudiantes cayeran en la desm
%U http://revistamotricidad.es/openjs/index.php?journal=motricidad&page=article&op=view&path%5B%5D=295