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Odnos samopercepcije motorne kompetencije i preferencija za socijalnu interakciju na času fizičkog vaspitanja
Relationship between self-perception of motor competence and preferences for social interaction in physical education classes
aUniversity of Zaragoza, Faculty of Education, Department of Musical, Plastic and Corporal Expression, Zaragoza, Spain
bUniversity of Zaragoza, Faculty of Health and Sport Sciences, Department of Physiatry and Nursing, Huesca, Spain
cUniversity of Zaragoza, Faculty of Health and Sport Sciences, Department of Musical, Plastic and Corporal Expression, Huesca, Spain
dUniversity of Zaragoza, Faculty of Social and Human Sciences, Department of Musical, Plastic and Corporal Expression, Teruel, Spain
Sažetak
Osnovni cilj ovog istraživanja bio je da se ispita odnos između pomenutih faktora motivacije postignuća i preferencija za socijalnu interakciju na časovima fizičkog vaspitanja kako bi se identifikovale varijable koje promovišu motivacionu klimu pogodnu za angažovanje učenika. Uzorak se sastojao od 865 upisanih učenika u obrazovne ustanove u Autonomnoj zajednici Aragon, od 1. do 4. razreda obaveznog srednjeg obrazovanja, pri čemu je 470 muškaraca (54,34%) i 395 žena (45,66%). Normalnost varijabli je procenjena korišćenjem Kolmogorov-Smirnov testa, što je dovelo do upotrebe neparametarskih testova (p<.001). Samopercepcija motoričke kompetencije je procenjena korišćenjem AMPET4 testa, a preferencije socijalne interakcije kroz GR-SIPPEL test. Samopercepcija motoričke kompetencije bila je u korelaciji sa niskim intenzitetom sa preferencijama saradnje, individualizma i pripadnosti, a umerenim do visokim intenzitetom sa konkurencijom. Dečaci su postigli značajno veći rezultat u odnosu na devojčice u samopercepciji motoričke kompetencije. Prednost društvenog učešća na časovima fizičkog vaspitanja bila je Saradnja i za dečake i za devojčice.
Abstract
The main objective of this study was to examine the relationship between the aforementioned achievement motivation factors and preferences for social interaction in physical education classes in order to identify the variables that promote motivational climates conducive to student engagement. The sample consisted of 865 enrolled students in educational institutions in the Autonomous Community of Aragon, spanning grades 1 to 4 of Compulsory Secondary Education, with 470 being male (54.34%) and 395 female (45.66%). The normality of the variables was assessed using the Kolmogorov-Smirnov test, leading to the use of non-parametric tests (p<.001). Motor competence self-perception was assessed using the AMPET4 Test, and social interaction preferences through the GR-SIPPEL Test. Motor competence self-perception correlated at a low intensity with Cooperation, Individualism, and Affiliation preferences, and at a moderate to high intensity with Competition. Boys scored significantly higher than girls in motor competence self-perception. The social participation preference in physical education classes was Cooperation for both boys and girls.
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