Vol. 21 Núm. 82 (2021)
Artículos

MOTIVACIÓN INTRÍNSECA, INTELIGENCIA EMOCIONAL Y AUTORREGULACIÓN DEL APRENDIZAJE: UN ANÁLISIS MULTINIVEL

P. Rodríguez-González
Universidad de Oviedo (España)
J.A. Cecchini
Universidad de Oviedo (España)
A. Méndez-Giménez
Universidad de Oviedo (España)
B. Sánchez-Martínez
Universidad de Oviedo (España)
Publicado junio 1, 2021

Palabras clave:

motivación, inteligencia emocional, autorregulación, multinivel
Cómo citar
Rodríguez-González, P., Cecchini, J., Méndez-Giménez, A., & Sánchez-Martínez, B. (2021). MOTIVACIÓN INTRÍNSECA, INTELIGENCIA EMOCIONAL Y AUTORREGULACIÓN DEL APRENDIZAJE: UN ANÁLISIS MULTINIVEL. Revista Internacional De Medicina Y Ciencias De La Actividad Física Y Del Deporte, 21(82), 235–252. https://doi.org/10.15366/rimcafd2021.82.003

Resumen

La finalidad del estudio es modelar, por primera vez, las relaciones entre la motivación intrínseca, la inteligencia emocional y la autorregulación del aprendizaje en las clases de Educación Física (EF). La muestra estuvo formada por 480 estudiantes (248 varones y 232 mujeres) de cuarto curso de Educación Primaria (M = 9,29, DT = 0,52) procedentes de un total de 23 clases de EF. El análisis multinivel, tomando la motivación intrínseca como variable dependiente, reveló un efecto estadísticamente significativo para el profesor (colegio), la planificación, la autocomprobación, el esfuerzo, la regulación, el control emocional y el reconocimiento emocional. La reducción en el coeficiente de correlación intraclase, del modelo nulo al modelo final, fue aproximadamente del 67%. Promover el desarrollo de inteligencia emocional y la mejora de la autorregulación en las clases de EF podría incrementar la motivación intrínseca del alumnado por la materia.

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