This study assesses the effects of an educational gamification program on motivation, engagement, and flow for high school students from socially disadvantaged communities. A quantitative comparison ...was carried out with pretest–post-test measurements with intervention and control groups. A total of 216 students from two high schools in socially deprived areas participated in the study. The experimental group engaged with a gamified platform for seven 1 h sessions while the control group continued their directive lessons. The results indicate that the experimental group significantly improved its flow, engagement, and motivation score compared to the control group. We concluded by highlighting the usefulness of gamification to motivate socially deprived students in learning scientific subjects.
The purpose of this study is to analyze the effects of a game-based learning (GBL) program on the classroom climate and engagement of high schools in socially deprived communities in Spain.
The study ...included 277 students from two secondary schools located in Southern Spain, situated in Zones in Need of Social Transformation. Sampling was non-probabilistic and accidental, based on the accessibility of the school and the willingness of the management and teaching staff to participate in the GBL program. The study employed a control group and two experimental groups (cooperative games group only and cooperative and competitive games group) to compare pre-test and post-test data in both groups. The Brief Class Climate Scale and Engagement Inventory, validated in academic literature, were used as assessment instruments.
The study used a series of ANOVA tests to compare the experimental groups with the control group. The results indicated statistically significant changes in all study variables. In all cases, the experimental groups demonstrated greater benefits than the control group.
The study findings reveal that games can provide significant benefits to students, regardless of whether they are cooperative or competitive. The study provides evidence of the benefits of GBL in high schools located in socially deprived communities in Spain.
Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on ...cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits.
To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits.
615 secondary school students between the ages of 14 and 19 participated (
= 16.02;
= 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity.
This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.
The study was carried out on 235 semi-professional sailors of the 49er Class, aged between 16 and 52 years (M = 24.66; SD = 8.03). The results show the existence of a Negative Tetrad-formed by ...achievement burnout, anxiety due to concentration disruption, amotivation and importance given to error-as a probabilistic product of the psychological variables studied: motivation, anxiety, burnout and fear of error. These results, supported by Bayesian networks, show holistically the influence of the social context on the psychological and emotional well-being of the athlete during competition at sea.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In the absence of clearly established procedures in the workplace, employees will experience a negative affective state. This situation influences their well-being and their intention to behave in ...ways that benefit the organization beyond their job demands. This impact is more relevant on teamwork where members share the perception of ambiguity through emotional contagion (role ambiguity climate). In the framework of the job demands-resources model, the present study analyzes how high levels of role ambiguity climate can have such an effect to reduce employee affective engagement. Over time it has been associated with negative results for the organization due to a lack of extra-role performance. The sample included 706 employees from a multinational company, who were divided into 11 work teams. In line with the formulated hypotheses, the results confirm the negative influence of the role ambiguity climate on extra-role performance, and the mediated effect of affective engagement in the relationship between the role ambiguity climate and extra-role performance. These findings indicate that the role ambiguity climate is related to the adequate or inadequate functioning of employees within a work context.
According to various studies and the Cambridge University Student Barometer, Spanish students have the worst academic results in mathematics and English among the European Union countries. The ...objective of this study has been to analyze the influence of the teacher on motivation, positive emotions, metacognition strategies, and the academic performance of the students in those classes. We analyzed responses from 604 students of English and 547 students of mathematics, aged between 13 and 19 years. The teacher plays a relevant role in the motivation and emotions generated in the students, issues that determine decision making in the students' learning and academic performance.
The academic transition to university is a turning point in young people's lifestyles. However, studies to date have focused on student behaviour within the classroom context, rather than on the ...consequences it may have on their lifestyle. This study aims to analyze the influence of emotional intelligence of university students on their resilience, academic stress, exam anxiety, and eating habits related to the Mediterranean diet at the university stage. This study was carried out with the participation of 733 male and 614 female students from the University of Almeria, aged between 19 and 27. A structural equation model was made to explain the causal relationships between the variables. The results showed emotional intelligence positively predicted resilience. In turn, test anxiety and academic stress were negatively predicted by resilience. Finally, test anxiety and academic stress were negatively predicted by the Mediterranean diet. In short, the results of the present study have shown that academic transfer to university and grading pressure can generate maladaptive consequences for food consumption.
According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined ...with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO's Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity.
The aim of this study was to evaluate the influence of a trainer's interpersonal relations from the perspective of autonomy support and controlling style on sportspeople's basic need satisfaction and ...frustration, motivation, and resilience. The study used a cross-sectional design based on self-determination theory (SDT). Sportspeople (N = 324) completed questionnaires to measure their perceptions of trainers' autonomy-supportive and controlling coaching styles, basic need satisfaction and frustration in the sports context, motivation for sport, and resilience. Structural equation modeling of the proposed relations among variables supported SDT by showing a positive relation between perceived autonomy support and the satisfaction of basic psychological needs (β = .39, p < .001) and a negative relation with the frustration of psychological needs (β = -.17, p < .05). The coach's perceived interpersonal controlling style showed a positive relation with the frustration of psychological needs (β = .55, p < .001) and a negative relation with the satisfaction of basic psychological needs (β = -.27, p < .05). Furthermore, autonomous motivation showed a negative relation (β = -.46, p < .001) with the frustration of psychological needs and a positive relation (β = .35, p < .05) with the satisfaction of basic psychological needs and resilience (β = .60, p < .001). In addition, the resilience of sportspeople was indirectly affected to the same extent by the trainer's influence through control (β = -.38, p < .05) and perception of autonomy support (β = .16, p < .05) through the mediators of satisfaction of basic psychological needs and motivation. These results show the influence of the coach on the motivation and resilience of sportspeople.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Studies to date that have focused on the well-being of the athlete have been based on the hedonic point of view. However, there is a second point of view: eudemonia. Therefore, the present study aims ...to validate and adapt the Eudemonic Well-Being Scale to the sport context. The study involved 2487 from several sport clubs. Several confirmatory factor analyses were carried out and showed that the six-factor questionnaire was the one with the best fit indices. These results show that the scale is in relation to the original scale (from Spain) and to Waterman's theoretical model.
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