Relación de las metas de logro parental con el apoyo a la autonomía y el control psicológico percibido por los adolescentes / Relationship of Parental achievement goals in support of autonomy and psychological control perceived by adolescents

Resumen El objetivo del estudio fue identificar las metas de logro y prácticas parentales de apoyo a la autonomía y control psicológico, para determinar la relación entre estas medidas, según el nivel de estudios, el sexo de los progenitores y de los adolescentes de Cuenca, Ecuador. Para ello, se realizó un estudio cuantitativo, relacional de corte transversal con una muestra constituida por 713 madres (Meda d = 43, DT = 7), 543 padres (Medad = 46, DT = 8) y 1085 adolescentes (Medad = 16.1, DT = 1.1). Se aplicó el cuestionario Parental de Metas Orientadas al Logro, adaptado al español del instrumento Parental Achievement Goals AGQ y Autonomy Support Scale. La subteoría de contenido de metas de la teoría de la autodeterminación ha sido la base teórica para explicar que las metas de logro parental orientan el apoyo a la autonomía y el control psicológico. Se emplearon las pruebas .-Student, ANOVA, chi-Cuadrado de independencia para tablas de contingencia y el coeficiente de correlación . de Pearson para establecer la relación lineal de las variables de estudio. Los resultados revelan que las metas de logro dominio de la tarea y éxito en la tarea son predominantes, mientras que la evitación del fracaso en la tarea es baja. Por otro lado, la práctica de apoyo a la autonomía se percibe alta y significativamente mayor al control psicológico. Finalmente, se confirma la relación de las medidas parentales con el nivel de estudios y el sexo de los progenitores y de los adolescentes.

Abstract The importance of parental practices as one the most direct influences on the development of minors and adolescents has generated an increased relevance in recent decades of the study of parental expectations on the psychological adjustment of children. In this sense, the Goal Content Subtheory of Self-Determination Theory has been the theoretical basis to explain that the purpose of human behavior responds to an extrinsic or intrinsic motivation. That is why, extrinsic motivation guides parents towards parental goals: the success of the task and the avoidance of task failure and they adopt more parental control strategies with their progeny, while intrinsic motivation guides the mastery goals of the task which would explain parental support behaviors. The objective of the study was to identify the achievement goals and parenting practices, support for autonomy-psychological control, and to determine the relationship between these parenting measures, according to the sex and educational level of the parents from Cuenca, Ecuador. For this, a quantitative, relational, cross-sectional study was carried out with 713 mothers (Medad = 43, DT = 7), 543 fathers (Medad = 46, DT = 8) and 1 085 adolescents (Medad = 16.1, DT= 1.1). The participants were selected from within 18 educational institutions through a probabilistic sample calculated with a 95 % confidence level, and a 3 % margin of error. For data collection, the Parental Achievement-Oriented Goals questionnaire was applied, adapted to Spanish from the Parental Achievement Goals AGQ instrument; and Autonomy Support Scale. In the data analysis, the T-Student test, ANOVA, Chi-Square, test of independence for contingency tables and the Pearson r correlation coefficient, were used for the linear relationship of the study variables. The results reveal that the achievement goals: mastery of the task and success in the task predominate and the avoidance of failure in the task is low, in terms of the sex of the parents, the parents were oriented towards the mastery of the task while mothers toward goals focused on homework success. Likewise, parents with a low level of education orient themselves to success in the result of the task and the avoidance of failure in the task, while parents with a higher level of education orient their goals of parental achievement towards the mastery of the homework. The perception of support for autonomy is high and significantly upper than the psychological control of the parents, it was found that the manifestation of support "being aware of accepting and acknowledging the child's feelings" is the most valued statement in the mother in relation to the dad. On the other hand, adolescents perceive greater psychological control from mothers than from fathers, in the demonstrations "threatening to punish the child" and "induce guilt". Regarding the level of studies of the parents, the results indicate that the higher the level of studies, the greater the support for autonomy and when is lower the level of studies, there is greater psychological control. This research has confirmed the relationship between the level of education of the parents, the sex the adolescent and parents with the goals of parental achievement, support and psychological control; this shows that these characteristics affect parental practices. It is necessary for future research to attention on the educational level of the parents, as this is one of the most consistent family variables that can favor appropriate parental goals and practices for the psychosocial adjustment of the children.

Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19 / Training on autonomy promotion and pedagogical support during COVID-19 lockdowns

(analítico) Se analiza la implementación de un programa de formación docente en promoción de autonomía y apoyo pedagógico y su relación con el compromiso de niños en el aula. El programa se desarrolló duran-te el cierre de escuelas por la pandemia causada por el covid-19. Se usó diseño mixto convergente-paralelo. Participaron cinco docentes de primaria, de escuelas públicas de Cali, Colombia, y sus estudiantes (N=110). La formación consistió en dos talleres grupales y tres sesiones de acompañamiento individual en modalidad virtual. Se grabaron las clases antes y durante el proceso, codificándose las interacciones. Se observó alta variabilidad en promoción de autonomía y apoyo pedagógico. El compromiso de los niños fue mayor cuando las profesoras promovían mayor autonomía y apoyo pedagógico. Se discutieron variables que afectan el aprovechamiento de la formación.

(analytical) This paper analyzes the implementation of a professional development program on autonomy promotion and instructional support in the classroom, and the relationship between this program and students' engagement. The program was designed during the delivery of online classes as a result of the COVID-19 pandemic. The study used a convergent parallel design. Participants were five elementary teachers and their students (N=110) at a public school in Cali, Colombia. The program consisted of two workshops and three online individual feedback sessions. Classes were recorded before and during the program and classroom interactions were coded. The results show high variability in teachers' autonomy promotion and instructional support during the classes. Students' engagement was higher when teachers promote greater autonomy and instructional support. Variables that could affect teachers' use of learning from the program are discussed.

(analítico) Analisase a implementação de um programa de formação docente para a promoção da autonomia e o apoio pedagógico e sua relação com a performance das crianças na sala de aula. O programa foi desenvolvido durante o fechamento das escolas pelo Covid-19. Um método misto convergente-paralelo foi usado. Participaram cinco professoras de ensino básico de escolas públicas de Cali-Colômbia e seus alunos, 110 crianças. A formação consistiu em duas oficinas grupais e três sessões de trabalho individual na modalidade virtual. As aulas foram gravadas antes e durante o processo, e as interações foram codificadas. Observa-se alta variabilidade na promoção da autonomia e apoio pedagógico. O comprometimento das crianças foi maior quando as professoras promoveram maior autonomia e apoio pedagógico. As variáveis que afetam o aproveitamento do treinamento são discutidas.

Parental autonomy support and homework completion: Mediating effects of children’s academic self-efficacy, purpose for doing homework, and homework-related emotions

La calidad de la crianza afecta el desempeño de los niños en las tareas escolares. El presente estudio examinó las relaciones entre el apoyo parental a la autonomía, la autoeficacia académica, el propósito de realizar las tareas por aprender, las emociones positivas y la terminación de las tareas escolares. La muestra incluye 984 estudiantes (M edad = 10.68 años, DS = 0.63), 502 (51%) niños y 482 (49%) niñas de escuelas primarias de Sonora, México. Se calculó un modelo estructural. El modelo estructural indica que el apoyo parental a la autonomía se relaciona directamente de forma positiva con la autoeficacia académica, el propósito de aprender en las tares, las emociones positivas y la terminación de las tareas. El análisis multigrupo muestra que el sexo y el desempeño académico del niño no moderan las relaciones propuestas en el modelo estructural. En general, los resultados sugieren que el apoyo parental a la autonomía promueve la terminación de las tareas en la educación primaria.(AU)

Parenting qualities may affect children’s homework achievement. The present study examined the relationship among parental autonomy support, children’s academic self-efficacy, learning-oriented purposes for doing homework, positive homework-related emotions, and homework completion. The sample included 984 children (M age = 10.68 years, SD = 0.63), 502 (51%) boys and 482 (49%) girls from elementary schools of Sonora, Mexico. A structural model and multigroup invariance by gender and academic achievement was calculated. The structural model indicated that parental autonomy support had a direct positive relation with children’s academic self-efficacy, learning-oriented purposes, and positive emotions in homework; it also had an indirect effect in homework completion by its positive association with these psychological resources. A multi-group analysis indicates that gender and academic achievement did not moderate the structural relations. Overall, findings suggest that parental autonomy support is critical to promote homework completion in elementary school children.(AU)

Adaptación y validación de los cuestionarios de apoyo a la autonomía y estilo controlador a la educación física: relación con el feedback / Adaptation and validation of autonomy support and controller style's scales in physical education: relationship with feed-back

El objetivo de este trabajo fue adaptar y validar la Escala de Apoyo a la Autonomía (EAA-EF) y la Escala de Estilo Controlador (EEC-EF) para evaluar la percepción del estudiante del estilo interpersonal docente en educación física y comprobar su relación con el feedback El estudio 1, contempla el diseño y análisis factorial exploratorio de los instrumentos con una muestra de 272 estudiantes con una edad media de 11.05 años (DT = 0,76). En el estudio 2, los cuestionarios fueron administrados a 350 estudiantes con una edad media de 11 años (DT = 0,80). Tras el análisis factorial confirmatorio, de consistencia interna, estadísticos descriptivos, correlación de todas las variables y regresión lineal se confirma una estructura psicométrica apropiada para las escalas de apoyo a la autonomía y estilo controlador. Además, se observa cómo el apoyo a la autonomía es predicho positivamente por lo feedbacks positivos y negativamente por el negativo. En conclusión, se trata de dos instrumentos válidos y fiables para evaluar la percepción del estudiante del estilo interpersonal del docente de educación física en el escenario de enseñanza aprendizaje, siendo necesarios más estudios en este ámbito de conocimiento.

The objective of this study was to adapt and validate The Autonomy Support Scale (ASS-PE) and The Control Style Scale (CSS-PE) to evaluate teacher´s interpersonal style in Physical Education. Study 1, contemplates the design and exploratory factor analysis of the instruments with a sample of 272 students with an average age of 11.05 years (SD = 0.76). In study 2, the questionnaires were administered to 350 students with an average age of 11 years (SD = 0.80). After the confirmatory factor analysis, internal consistency and descriptive statistics, the correlation of all the variables and linear regression, an appropriate psychometric structure is confirmed for the support scales for autonomy and controlling style. In addition, it is observed how support for autonomy is predicted positively by positive feedbacks and negatively by negative feedback. The data obtained confirms an appropriate psychometric structure for ASS-PE and CSS-PE scales. In conclusion, it is a valid and reliable instrument for evaluating the interpersonal style of teacher`s physical educa-tion in the teaching learning stage

Social support, physical exercise and life satisfaction in women / Apoyo social, ejercicio físico y satisfacción con la vida en mujeres

Abstract This study examined the predictive relationship between perceived autonomy sup port from the family and fitness instructors, psychological needs, intrinsic motivation, health goal, regular physical activity and life satisfaction in a group of women. 355 physically active women aged 18-82 (M = 35.30, SD = 12.20) participated in the study. The results of the struc tural equation model showed that the results of the analysis of the structural equations model established a positive relation between perceived autonomy support and psychological needs, which related positively to intrinsic motivation. Likewise, intrinsic motivation related positively to health goal, which in turn related positively to regular physical activity, and finally, physical education showed a positive relation with life satisfaction. The results of this study show the need for social-cognitive physical interventions in order to maximize the benefits of physical exercise among women.

Resumen Este estudio analizó la relación predictiva entre la percepción de apoyo a la autonomía de la familia y del técnico deportivo, los mediadores psicológicos, la motivación intrínseca, la salud, la práctica de actividad física habitual y la satisfacción con la vida en un grupo de mujeres. Participaron 355 practicantes de ejercicio físico con edades comprendidas entre 18 y 82 años (M = 35.30, SD = 12.20). Los resultados del análisis del modelo de ecuaciones estructurales mostraron que la percepción de apoyo a la autonomía predecía positivamente los mediadores psicológicos, que a su vez, fueron predictores positivos de la motivación intrínseca.

Validación Española del "Learning climate questionaire" adaptado a la Educación Física / Spanish version of the learning climate questionnaire adapted to Physical Education

El objetivo de esta investigación fue analizar las propiedades psicométricas del Learning Climate Questionnaire (LCQ) adaptado a la Educación Física (EF) en una muestra española. Se pretende determinar si es un instrumento válido y fiable para su utilización en futuras investigaciones. Se administró a un total de 758 estudiantes de secundaria de 12 a 18 años, analizándose la estructura del instrumento mediante procedimientos confirmatorios. Los análisis apoyan el modelo teórico hipotetizado de un factor (apoyo a la autonomía). La versión española del instrumento para EF mostró niveles aceptables de consistencia interna y estabilidad temporal. La validez concurrente se exploró examinando la relación de la escala estudiada con los distintos tipos de motivación autodeterminada, mediante modelos de ecuaciones estructurales. (AU)

The objective of this research was to analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) adapted to Physical Education (PE) in a Spanish sample. The purpose is to determine whether it is a valid and reliable tool to be used in future research. It was administered to a total of 758 high school students from 12 to 18 years old, analyzing the structure of the instrument using confirmatory procedures. Analyses support the hypothesized theoretical model of a specific factor, the autonomy support. The Spanish version of the instrument for PE showed acceptable levels of internal consistency and temporal stability. Concurrent validity was explored by examining the relationship of the dimension studied with different types of self-determined motivation, using structural equation modeling. (AU)

Traducción y validación de la version española de la Échelle des Perceptions du Soutien à l'Autonomie en Sport / Translation and validation of the Spanish versión of the Échelle des Perceptions du Soutien à l'Autonomie en Sport

El objetivo de este estudio fue traducir y analizar las propiedades psico-métricas de la versión española de la Échelle des Perceptions du Soutien á l'Autonomie en Sport, en un contexto deportivo. Los resultados apoyaron la estructura unifactorial de la escala. Asimismo, el modelo de ecuaciones estructurales mostró evidencias de validez concurrente, en el que la percepción del apoyo a la autonomía predice de manera positiva la percepción de autonomía y la percepción de competencia y estas, a su vez, predicen la motivación intrínseca, que muestra un efecto positivo sobre las emociones positivas durante la práctica deportiva. Finalmente, se muestran evidencias de fiabilidad. Los resultados apoyan preliminarmente el uso de la versión española en el contexto deportivo.

The aim of the present research was to translate and to analyze the psychometric properties of the Spanish version of the Échelle des Perceptions du Soutien á l'Autonomie en Sport in sport context. Results supported the unidimentional structure of the scale. The predictive validity was tested using a structural equation model which perceived autonomy support predicted the perceived autonomy and perceived competence and these two the intrinsic motivation. Finally, intrinsic motivation predicted positive emotions. Likewise, results showed evidences of reliability. Results support preliminary the use of the Spanish version of the scale in sport context.