在职前体育教师的激励气候,焦虑和平均成绩之间的关系:基于结构方程建模方法的横截面研究
Eduardo Melguizo-Ibáñez1, Gabriel González-Valero2, Georgian Badicu3
1Department of Specific Didactics, Faculty of Education Sciences, University of La Laguna, Tenerife, Spain.
BMC medical education
|January 13, 2025
概括
男学生在动机气候,焦虑和学业表现之间表现出更强烈的联系. 任务气候对焦虑产生负面影响,而自我气候对焦虑产生积极影响,影响成绩.
科学领域:
- 心理学 心理学 心理学
- 体育科学 运动科学
- 教育教育教育教育教育教育.
背景情况:
- 激励气候显著影响任务导向,区分内在和外在的任务参与.
- 动机导向的个体差异可能会影响焦虑程度和任务性能.
- 性别在塑造个人的兴趣和潜在的动机模式方面发挥着作用.
研究的目的:
- 开发和验证一个理论模型,检查动机气候,焦虑和学业成绩之间的因果关系.
- 具体分析动机气候,焦虑和参与者的平均成绩之间的因果关系.
主要方法:
- 对西班牙南部558名体育教师实习生进行了比较,横截面和描述性研究.
- 数据采集使用贝克焦虑库存 (BAI),体育-2的感知激励气候和社会人口调查问卷.
- 该研究的重点是教育科学和体育活动和体育科学大学课程的参与者.
主要成果:
- 男人群体在焦虑时,任务气候和自我气候之间的因果关系更大.
- 对于男性来说,任务气候和自我气候也与平均得分有更强的因果关系.
- 焦虑会对学业表现产生负面影响,在男性人口中观察到的效果更为明显.
结论:
- 男学生在焦虑和学业成绩上都经历了激励气候的更实质性的因果影响.
- 在整个样本中,任务气候和焦虑发展之间存在负因果关系.
- 相反,自我气候与焦虑的发展有积极的因果关系.
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