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El objetivo de este estudio es implementar un Plan de Convivencia Gamificado con actividad física en un centro escolar para tratar de mejorar el clima en el aula, la percepción de violencia y aspectos psicológicos del alumnado. Se contó con un grupo control de 19 alumnos (7 chicas y 12 chicos) y un grupo experimental con 26 alumnos (11 chicas y 15 chicos) participando en cada grupo un docente. Todos con edades comprendidas entre los 10 y los 11 años (M = 10.24; DT = .43). Se empleó un método de investigación mixto, utilizando un análisis cualitativo con entrevistas al docente y diarios de los alumnos. Por otro lado, un análisis cuantitativo para conocer la percepción del alumnado sobre las variables principales de estudio con SPSS v.22. Los resultados mostraron una gran satisfacción con el plan, tanto por parte de la tutora como de los alumnos, así como una reducción de la violencia y la desmotivación. Como conclusión, el uso de desafíos físico-cooperativos y la gamificación pueden ser elementos adecuados para un plan de convivencia, permitiendo aprender a trabajar en grupo y adquirir conceptos y habilidades que mejoran el clima de aula.AbstractThe aim of this study is to implement a Plan of Coexistence Gamified with physical activity in a school to try to improve the climate in the classroom, the perception of violence and psychological aspects of the students. There was a control group with 19 students (7 girls and 12 boys) and an experimental group with 26 students (11 girls and 15 boys) with one teacher in each group. All of them were between 10 and 11 years old (M = 10.24; SD = .43). A mixed research method was carried out, using a qualitative analysis with teacher interviews and student diaries. On the other hand, a quantitative analysis to know the students' perception about the main study variables with SPSS v.22. The results showed great satisfaction with the plan, both on the part of the tutor and the students, as well as a reduction in violence and demotivation. As a conclusion, the use of physical-cooperative challenges and gamification can be adequate elements for a coexistence plan, allowing learning to work in groups and acquiring concepts and skills that improve the classroom climate.Abstracta concept or idea not associated with any specific instanceMore(Definitions, Synonyms, Translation)

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes.

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.

Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98), RMSEA = 0.104 [90% CI = 0.096, 0.112], TLI = 0.849, CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.

The objective of the study was to verify the differences according to gender in the levels of physical activity, motivation, basic psychological needs satisfaction and responsibility in students of 5th and 6th grade of Primary Education (M = 10.51, SD = .53). In total, 68 students answered a series of questionnaires evaluating the intention to be physically active, motivation, the satisfaction of basic psychological needs, and the levels of personal and social responsibility. These subjects also wore an accelerometer for 1 week to objectively measure the level of Physical Activity (PA). There were 43 boys and 25 girls. Results show that boys had a higher index of PA during the week, especially at moderate intensity. Boys also had higher values of sedentary lifestyle. Significant differences were found in personal and social responsibility in favour of girls, finding no differences in the intention to be physically active. It is concluded that, girls had more adaptive values referred to responsibility. Furthermore, boys had a better adaptative values referred to PA lifestyle than girls but worse in sedentarism. It is highly recommended to objectively measure the PA levels to ensure reliable results to carry out the appropriate actions.