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Association between motivational climate, school adjustment and family functioning in adolescents

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Association between motivational climate, school adjustment and family functioning in adolescents

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dc.contributor.author Castro Sánchez, Manuel es
dc.contributor.author Zurita Ortega, Félix es
dc.contributor.author García Marmol, Eduardo es
dc.contributor.author Chacón Cuberos, Ramón es
dc.date.accessioned 2020-01-15T12:34:38Z
dc.date.available 2020-01-15T12:34:38Z
dc.date.issued 2019 es
dc.identifier.citation Castro Sánchez, Manuel ; Zurita Ortega, Félix ; García Marmol, Eduardo ; Chacón Cuberos, Ramón. Association between motivational climate, school adjustment and family functioning in adolescents. En: Relieve: Revista ELectrónica de Investigación y EValuación Educativa, 25 2 2019: 5- es
dc.identifier.uri https://hdl.handle.net/10550/72591
dc.description.abstract The present study seeks to define and contrast an explanatory model of motivational climate, school adjustment and family functioning, and to analyse the existing associations between the aforementioned variables through structural equation analysis. The sample includes 2,134 adolescents aged 12 to 18 years from the province of Granada. Motivational climate (PMCSQ-2), school adjustment (EBAE-10) and family functioning (APGAR) are analysed. A descriptive cross-sectional design is used and the program AMOS 23.0 is employed to construct the multi-group structural equation model. The model showed appropriate fit (?2 = 241.34; df = 17; p < .001; CFI = .953; NFI = .950; IFI = .953; RMSEA = .079). The present study revealed that task-oriented motivational climates toward assignments generate higher levels of school adjustment within students. In fact, this same motivational climate is directly associated with family functioning, with these being considered positive variables for determining a good climate in the physical education classroom. On the other hand, an ego-oriented motivational climate was inversely related with school adjustment, without being linked to family functioning. All of this reveals the importance of promoting more self-determined types of motivation in the classroom, which encourage cooperation between group members, effort and personal improvement es
dc.title Association between motivational climate, school adjustment and family functioning in adolescents es
dc.type journal article es_ES
dc.subject.unesco UNESCO::PEDAGOGÍA es
dc.identifier.doi 10.7203/relieve.25.2.14251 es
dc.type.hasVersion VoR es_ES

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