Estilo interpersonal controlador y percepción de competencia en educación superior
Estilo interpersonal controlador y percepción de competencia en educación superior
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Resumen
El objetivo de este estudio fue crear y validar la Escala de Estilo Controlador y comprobar su relación con la percepción de competencia del estudiante en educación superior. Para ello se utilizó una muestra de 276 estudiantes universitarios españoles con una media de edad de 22 años a los que se les midió el estilo controlador y la necesidad psicológica básica de competencia académica. Los resultados del análisis factorial confirmatorio, análisis de consistencia interna y estabilidad temporal fueron adecuados. El estilo controlador no presentó relación con la competencia percibida. Este estudio ha permitido proporcionar una escala válida y fiable que puede ser utilizada para medir el estilo interpersonal de tipo controlador del docente en educación superior.
Citas
Abós, A., Sevil, J., Sanz, M., Aibar, A., y García-González, L. (2015). El soporte de autonomía en educación física como medio de prevención de la oposición desafiante del alumnado. RYCIDE. Revista Internacional de Ciencias del Deporte, 12(43), 65-78.
Adie, J.W., Duda, J.L., y Ntoumanis, N. (2008). Autonomy support basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motivation and Emotion, 32, 189-199.
Adie, J.W., Duda, J.L., y Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13, 51-59.
Aibar, A., Julián, J.A., Murillo, B., García-González, L., Estrada S., y Bois, J. (2015). Actividad física y apoyo de la autonomía: El rol del profesor de Educación Física. Revista de Psicología del Deporte, 24(1), 155-161.
Amabile, T., Hennessey, B., y Grossman, B. (1996). Social influences on creativity: The effects of contracted for reward. Journal of Personality and Social Psychology, 50, 14-23.
Aritzeta, A., Balluerka, N., Gorostiaga, A., Alonso-Arbiol,I., Haramburu, M., y Gartzia, L. (2016). Inteligencia emocional del aula y su relación con el desempeño académico. European Journal of Education and Psychology, 9(1), 1-8.
Assor, A., Kaplan, H., Kanat-Maymon, Y., y Roth, G. (2005). Directly controlling teacher behaviors as predicators of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
Assor, A., Kaplan, H., y Roth, G. (2002). Choice is good, but relevance is excellent: Autonomyenhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
Bartholomew, K.J., Ntoumanis, N., y Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport & Exercise Psychology, 32, 193-216.
Bartholomew, K.J., Ntoumanis, N., Ryan, R.M., Bosch, J.A., y Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 0146167211413125.
Black, A.E., y Deci, E.L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self determination theory perspective. Science Education, 84, 740-756.
Cokley, K.O., Bernand, N., Cunningham, D., y Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109-119.
Deci, E.L., y Moller, A. (2005). The concept of competence: A starting place of understanding intrinsic motivation and self-determined extrinsic motivation. En A. Elliot y C. Dweck (Eds.), Handbook of competence motivation (pp. 579-596). Nueva York: Guilford.
Deci, E.L., Nezlak, J., y Sheinman, L. (1981) Chararacteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.
Deci, E.L., y Ryan, R.M. (1985).The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
Deci, E.L., y Ryan, R.M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268.
Deci, E.L., y Ryan, R.M. (Eds.), (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E.L., y Ryan, R.M. (2012). Self-determination theory. En A.W. Kruglanski, P.A.M. Van Lange y E.T. Higgins (Eds.), Handbook of Theories Social Psychology (Vol. 1, pp. 416- 437). London: SAGE.
Deci, E.L., Schwartz, A., Sheinman, L., y Ryan, R.M. (1981). An instrument to assess adults’ orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
De Meyer, J., Tallir, I.B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L.,... Haerens, L. (2014). Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, 106(2), 541-554. http://dx.doi.org/10.1037/a0034399
Domènech, F., y Gómez, A. (2011). Relación entre las necesidades psicológicas básicas del estudiante, los enfoques de aprendizaje, las estrategias de evitación y el rendimiento. Electronic Journal of Research in Educational Psychology, 9(2), 463-496.
Fernández-Berrocal, F., y Ruiz-Aranda, D. (2008). Inteligencia emocional en la Educación. Revista Electrónica de Investigación Psicoeducativa, 15(1), 421-436.
Filak, V., y Sheldon, K. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
Gagne, M., Ryan, R.M., y Bargmann, K. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15, 372- 390.
Gargallo, B., Garfella, P.R., Sánchez, F., Ros, C., y Serra, B. (2009). La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios. Revista de Orientación y Psicopedagogía, 20, 16-28.
Gillet, N., Rosnet, E., y Vallerand, R.J. (2008). Développment d’une échelle de satisfaction des besoins fondamentaux en context sportif. Canadian Journal of Behavioral Science, 40(4), 230-237.
González, L., Castillo, I., García-Merita, M., y Balaguer, I. (2015). Apoyo a la autonomía, satisfacción de las necesidades psicológicas básicas y bienestar: Invarianza de un modelo estructural en futbolistas y bailarines. Revista de Psicología del Deporte, 24(1), 121-129.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., y Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26-36. http://dx.doi.org/10.1016/j.psychsport.2014.08.013
Hanushek, E. (2011). The economic value of Higher Teacher quality. Economics of Education Review, 30, 466-479.
Jang, H., Reeve, J., Ryan, R.M., y Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661
Mast, S. (1998). Teacher Survery General Codebook. Approaches to Teaching Scales, Wave 1, Fall. Part of the larger studies made possible by Grant 199800210 from the Spencer Foundation to Julianne C. Turner and Carol Midgley.
MECD (2013). Panorama de la educación. Indicadores de la OCDE. Informe español. Madrid: MECD.
Moreno-Murcia, J.A., Conde, C., y Sáenz-López, P. (2012). Importancia del apoyo a la autonomía en la figura del docente en educación física. Tándem: Didáctica de la Educación Física, 40, 18-27.
Moreno-Murcia, J.A., Ruiz, M., y Vera, J.A. (2015). Predicción del soporte de autonomía, mediadores psicológicos y la motivación académica sobre las competencias básicas en estudiantes adolescentes. Revista de Psicodidáctica, 20(2), 359-376.
Núñez, J.L., León, J., Grijalvo, F., y Albo, J.M. (2012). Measuring autonomy support in university students: The Spanish version of the learning climate questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472.
León, J., Domínguez, E., Pérez, A., Núñez, J.L., y Martin-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfaction des Besoins Psychologiques en el contexto educativo. Anales de Psicología, 28(2), 405-411.
Öztürk, I.H. (2011). Curriculum reform and teacher autonomy in Turkey: The case of the history teaching. International Journal of Instruction, 4(2), 113-128.
Rakoczy, K., Klieme, E., y Pauli, C. (2008). Die Bedeutung der warhrgenommenen Urterstützung motivations relevanter Bedürfnesse und des Alltagsbezugsim Mathematik unter richfür die selbsbestimmte Motivation [The impact of the perceived support of basic psychological needs and of the perceived relevance of contents on students’ selfdeterminated motivation in mathematics instruction]. Zeitschriftfür Pädagogische Psychologie, 22, 25-35.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.
Reeve, J., Nix, G., y Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic moti- vation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392. doi: 10.1037/0022- 0663.95.2.375
Ryan, R.M., y Deci, E.L. (2000). Self-de- termination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
Röder, B., y Kleine, D. (2007). Selbsbestimmung/Autonomie. En M. Jerusalem, S. Drössler, D. Kleine, J. Klein-HeBling, W. Mittag, y B. Röder (Eds.), Förderung von Selbswirksamkeitund Selbsbestimmungim Unterricht. Berlin: Humboldt-Universitätzu Berlin.
Ruiz, M., Vera, J.A., y Moreno-Murcia, J.A. (2015). Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente. European Journal of Education and Psychology, 8, 68-75.
Sarrazin, P.G., Tessier, D.P., Pelletier, L.G., Trouilloud, D.O., y Chanal, J.P. (2006). The effects of teachers’ expectations about students’ motivation on teachers’ autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283- 301.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., y Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., y Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and in- ternally controlling versus autonomysupportive communication style upon early adolescents’ academic achievement. Child Development, 76, 483-501.
Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). New York: Academic Press.
Vincent, J.W. (1995). Statistics in kinesiology. Champaign, IL: Human Kinetics.
Adie, J.W., Duda, J.L., y Ntoumanis, N. (2008). Autonomy support basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motivation and Emotion, 32, 189-199.
Adie, J.W., Duda, J.L., y Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13, 51-59.
Aibar, A., Julián, J.A., Murillo, B., García-González, L., Estrada S., y Bois, J. (2015). Actividad física y apoyo de la autonomía: El rol del profesor de Educación Física. Revista de Psicología del Deporte, 24(1), 155-161.
Amabile, T., Hennessey, B., y Grossman, B. (1996). Social influences on creativity: The effects of contracted for reward. Journal of Personality and Social Psychology, 50, 14-23.
Aritzeta, A., Balluerka, N., Gorostiaga, A., Alonso-Arbiol,I., Haramburu, M., y Gartzia, L. (2016). Inteligencia emocional del aula y su relación con el desempeño académico. European Journal of Education and Psychology, 9(1), 1-8.
Assor, A., Kaplan, H., Kanat-Maymon, Y., y Roth, G. (2005). Directly controlling teacher behaviors as predicators of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
Assor, A., Kaplan, H., y Roth, G. (2002). Choice is good, but relevance is excellent: Autonomyenhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
Bartholomew, K.J., Ntoumanis, N., y Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport & Exercise Psychology, 32, 193-216.
Bartholomew, K.J., Ntoumanis, N., Ryan, R.M., Bosch, J.A., y Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 0146167211413125.
Black, A.E., y Deci, E.L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self determination theory perspective. Science Education, 84, 740-756.
Cokley, K.O., Bernand, N., Cunningham, D., y Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109-119.
Deci, E.L., y Moller, A. (2005). The concept of competence: A starting place of understanding intrinsic motivation and self-determined extrinsic motivation. En A. Elliot y C. Dweck (Eds.), Handbook of competence motivation (pp. 579-596). Nueva York: Guilford.
Deci, E.L., Nezlak, J., y Sheinman, L. (1981) Chararacteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.
Deci, E.L., y Ryan, R.M. (1985).The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
Deci, E.L., y Ryan, R.M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268.
Deci, E.L., y Ryan, R.M. (Eds.), (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Deci, E.L., y Ryan, R.M. (2012). Self-determination theory. En A.W. Kruglanski, P.A.M. Van Lange y E.T. Higgins (Eds.), Handbook of Theories Social Psychology (Vol. 1, pp. 416- 437). London: SAGE.
Deci, E.L., Schwartz, A., Sheinman, L., y Ryan, R.M. (1981). An instrument to assess adults’ orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
De Meyer, J., Tallir, I.B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L.,... Haerens, L. (2014). Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, 106(2), 541-554. http://dx.doi.org/10.1037/a0034399
Domènech, F., y Gómez, A. (2011). Relación entre las necesidades psicológicas básicas del estudiante, los enfoques de aprendizaje, las estrategias de evitación y el rendimiento. Electronic Journal of Research in Educational Psychology, 9(2), 463-496.
Fernández-Berrocal, F., y Ruiz-Aranda, D. (2008). Inteligencia emocional en la Educación. Revista Electrónica de Investigación Psicoeducativa, 15(1), 421-436.
Filak, V., y Sheldon, K. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
Gagne, M., Ryan, R.M., y Bargmann, K. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15, 372- 390.
Gargallo, B., Garfella, P.R., Sánchez, F., Ros, C., y Serra, B. (2009). La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios. Revista de Orientación y Psicopedagogía, 20, 16-28.
Gillet, N., Rosnet, E., y Vallerand, R.J. (2008). Développment d’une échelle de satisfaction des besoins fondamentaux en context sportif. Canadian Journal of Behavioral Science, 40(4), 230-237.
González, L., Castillo, I., García-Merita, M., y Balaguer, I. (2015). Apoyo a la autonomía, satisfacción de las necesidades psicológicas básicas y bienestar: Invarianza de un modelo estructural en futbolistas y bailarines. Revista de Psicología del Deporte, 24(1), 121-129.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., y Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26-36. http://dx.doi.org/10.1016/j.psychsport.2014.08.013
Hanushek, E. (2011). The economic value of Higher Teacher quality. Economics of Education Review, 30, 466-479.
Jang, H., Reeve, J., Ryan, R.M., y Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661
Mast, S. (1998). Teacher Survery General Codebook. Approaches to Teaching Scales, Wave 1, Fall. Part of the larger studies made possible by Grant 199800210 from the Spencer Foundation to Julianne C. Turner and Carol Midgley.
MECD (2013). Panorama de la educación. Indicadores de la OCDE. Informe español. Madrid: MECD.
Moreno-Murcia, J.A., Conde, C., y Sáenz-López, P. (2012). Importancia del apoyo a la autonomía en la figura del docente en educación física. Tándem: Didáctica de la Educación Física, 40, 18-27.
Moreno-Murcia, J.A., Ruiz, M., y Vera, J.A. (2015). Predicción del soporte de autonomía, mediadores psicológicos y la motivación académica sobre las competencias básicas en estudiantes adolescentes. Revista de Psicodidáctica, 20(2), 359-376.
Núñez, J.L., León, J., Grijalvo, F., y Albo, J.M. (2012). Measuring autonomy support in university students: The Spanish version of the learning climate questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472.
León, J., Domínguez, E., Pérez, A., Núñez, J.L., y Martin-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfaction des Besoins Psychologiques en el contexto educativo. Anales de Psicología, 28(2), 405-411.
Öztürk, I.H. (2011). Curriculum reform and teacher autonomy in Turkey: The case of the history teaching. International Journal of Instruction, 4(2), 113-128.
Rakoczy, K., Klieme, E., y Pauli, C. (2008). Die Bedeutung der warhrgenommenen Urterstützung motivations relevanter Bedürfnesse und des Alltagsbezugsim Mathematik unter richfür die selbsbestimmte Motivation [The impact of the perceived support of basic psychological needs and of the perceived relevance of contents on students’ selfdeterminated motivation in mathematics instruction]. Zeitschriftfür Pädagogische Psychologie, 22, 25-35.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.
Reeve, J., Nix, G., y Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic moti- vation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392. doi: 10.1037/0022- 0663.95.2.375
Ryan, R.M., y Deci, E.L. (2000). Self-de- termination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
Röder, B., y Kleine, D. (2007). Selbsbestimmung/Autonomie. En M. Jerusalem, S. Drössler, D. Kleine, J. Klein-HeBling, W. Mittag, y B. Röder (Eds.), Förderung von Selbswirksamkeitund Selbsbestimmungim Unterricht. Berlin: Humboldt-Universitätzu Berlin.
Ruiz, M., Vera, J.A., y Moreno-Murcia, J.A. (2015). Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente. European Journal of Education and Psychology, 8, 68-75.
Sarrazin, P.G., Tessier, D.P., Pelletier, L.G., Trouilloud, D.O., y Chanal, J.P. (2006). The effects of teachers’ expectations about students’ motivation on teachers’ autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283- 301.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., y Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., y Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and in- ternally controlling versus autonomysupportive communication style upon early adolescents’ academic achievement. Child Development, 76, 483-501.
Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). New York: Academic Press.
Vincent, J.W. (1995). Statistics in kinesiology. Champaign, IL: Human Kinetics.