Metas de logro, diversión y persistencia-esfuerzo en estudiantes de Educación Física durante una unidad didáctica sobre judo

Abstract

The present study examined the relationships between achievement goals, diversion, and persistence-effort on students of 4th grade (N = 69) during the progress of a judo unit within the Physical Education lessons. The results indicated that task orientation was higher (M = 4.52, SD = 0.58) that ego orientation (M = 2.25, SD = 1.15) in the students. Task orientation was significantly correlated whit persistence-effort (r = 0.45, P < .001) and diversion perceptions (r = 0.27, P < .05) during the judo unit. Persistence-effort was also correlated whit diversion (r = 0.43, P < .001), and both of them whit the student assessment over the judo unit. A MANOVA 2 × 2 showed that diversion and persistence-effort were higher among women, and among those conceding higher scores to the judo unit. The group of students granting higher scores to the unit also showed higher levels of task orientation. Univariate analysis of diversion revealed a significant interaction between the genre and the assessment given by the students, F(1, 62) = 3.049, P = .005, η² = 0.122.