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The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87, SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p &lt, 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p &lt, 0.001). Moreover, women and elementary school children had greater future academic expectations (p &lt, 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

Background: The purpose of this study was to examine the relationship between coaches&rsquo, interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches&rsquo, controlling style and athletes&rsquo, fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.

RESUMEN Según la Teoría de la Autodeterminación (Deci y Ryan, 1985, 2002), el estilo interpersonal que utilice el educador puede tener un fuerte impacto en la motivación de los estudiantes. Los objetivos de este artículo fueron: (i) explicar la justificación y desarrollo de un programa de formación basado en esta teoría para promover el apoyo a la autonomía; (ii) describir el protocolo de intervención y los procedimientos de evaluación del programa de formación; y (iii) probar la integridad del protocolo de estudio para una futura intervención. De un total de 40 docentes de educación física, se asignarán 20 a un grupo de intervención o a un grupo control (n = 20). Durante un período de 8 semanas, los docentes del grupo de intervención participarán en un programa de formación en apoyo a la autonomía a través de varias fases. Se evaluarán indicadores que caracterizan el estilo interpersonal de apoyo a la autonomía de forma cualitativa y cuantitativa, referentes, tanto a la percepción del docente sobre su propia conducta, como a la percepción que tienen los estudiantes del estilo interpersonal del profesor. La recogida de los datos de la línea base cuantitativa se llevará a cabo un mes antes del inicio de la intervención y después se tomará otra medición un mes tras la finalización del período de intervención. Los datos cuantitativos se analizarán mediante análisis multinivel. Para explorar las percepciones del programa de formación, también se llevará a cabo un seguimiento a través de entrevistas semiestructuradas con docentes y miembros de la clase, entre la cuarta y la sexta semana después del final de la intervención. Este estudio cuenta con la aprobación del Comité de Ética de las instituciones participantes. Los hallazgos del estudio se difundirán a través de revistas de impacto científico y presentaciones en conferencias de carácter internacional.

Resumen En el siguiente trabajo analizamos la percepcion que tienen los alumnos de la formacion recibida para el titulo de Maestro Especialista en Educacion Fisica en la Universidad de Murcia. La obtencion de los datos se logra, de una muestra de 100 alumnos, a partir de cuatro preguntas abiertas relativas a su formacion. Los resultados se transcribieron con la ayuda de un procesador de texto y fueron analizadas con el programa informatico Aquad (Analisis Qualitative Data). El analisis de los datos nos indica que se sienten suficientemente preparados para la docencia pero con lagunas, valoran de modo positivo las clases practicas, consideran necesario continuar su formacion y la metodologia recibida es valorada como participativa en clase Palabras-Clave: Formacion inicial; Didactica, Planes de estudios; Metodologia; Educacion Fisica. Abstract In the following work we analyze the perception that students have about the studies they received for getting the Specialist Teacher's title in Physical Education in Murcia University. The results of the data are obtained, of a sample of 100 students, beggining with four relative opened questions about their formation. The results were transcribed with the help of a word processor and were analyzed with the computer program “Aquad” (Analysis Qualitative Dates). The analysis of the data indicates that they feel enough prepared for the teaching but with some lacks, they value in a positive way the practical classes, but they consider necessary to continue their studies the methodology used is valued as participant in class. Key-Words: Initial formation; Didactics; Plans of studies; Methodology, Physical Education.

espanolEl objetivo de este estudio ha sido determinar la relacion predictiva del feed - back positivo percibido por el estudiante y el miedo a equivocarse relacionado con la motivacion intrinseca util izando como variables mediadoras la orientacion motivacional y l as necesidades psicologicas. Se valido al contexto de la educacion fisica el Inventario de Evaluacion del Error en el Rendimiento (PFAI). La muestra estuvo compuesta por 654 estudiantes de edu cacion fisica con una edad media de 15 anos. Se administraron la versiones espanolas de la escala percepcion del feed - back del profesor (PTF), la version larga y corta del Inventario de Evaluacion del Error en el Rendimiento (PFAI), la Escala de Metas de L ogro 2 X 2, la Escala de Satisfaccion de las Necesidades Psicologicas Basicas, y s e empleo el factor motivacion intrinseca de la Escala del Locus Percibido De Causalidad (PLOC). Se realizo un analisis descriptivo y de correlacion de todas las variables, y para comprobar la relacion predictiva existente entre las variables propuestas, se realizo un modelo de medicion y un modelo de ecuaciones estructurales. Los resultados confirmaron la fiabilidad y estructura factorial de la escala PFAI, y mostraron que la motivacion intrinseca era predicha positivamente por los mediadores psicologicos, junto con las orientaciones motivacionales, y estos a su vez, por el feed - back positivo, y negativamente por el miedo al fallo. El mediador relacion con los demas fue la exce pcion con una relacion nula. Debido a la novedad de la propuesta, son necesarios mas estudios en esta linea que corroboren los resultados obtenidos. EnglishThe aim of this study was to determine the predictive relationship of positive feedback received by the student and the fear of failure in relation to intrinsic motivation using, as mediating variables, motivational orientation and psycholog ical need . The Performance Failure Assessment Inventory (PFAI) was validated in the context of physical education. The sample consisted of 654 physical education students with an average age of 15. The Spanish versions of the perception of teacher feedback scale (PTF) were administered, as were the long and short versions of the Performance Failure Assessment Inventory (PFAI), the Achievement Goals Scale 2 x 2 and the Satisfaction of Basic Psychological Needs Scale, and the intrinsic motivation factor of th e Perceived Locus of Causality Scale (PLOC) was used. A descriptive analysis and correlation of all variables was performed, and to test the predictive relationship between the proposed variables, a measurement model and a structural equation model were pe rformed. The results confirmed the reliability and factor structure of the PFAI scale and showed that intrinsic motivation was positively predicted by psychological mediators, along with the motivational orientations and these, in turn, by positive feedbac k and negatively by fear of failure. The mediator relationship with others was the exception, with no correlation. Due to the novelty of the proposal, further studies are needed in this field to substantiate the results obtained.