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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 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.